Psychology Learning & Teaching最新文献

Virtual Gaming Simulation (VGS) in Teacher Education: Fostering Counseling Competencies in Preservice Teachers 教师教育中的虚拟游戏模拟 (VGS)：培养职前教师的咨询能力

Psychology Learning & Teaching Pub Date : 2024-08-16 DOI: 10.1177/14757257241270636

Carmen Herrmann, Barbara Drechsel

引用次数: 0

Overcoming the Myths: Interactive Learning Environments as Myth Busters in Teaching and Learning 战胜神话：互动学习环境是教学中的神话破除者

Psychology Learning & Teaching Pub Date : 2024-07-25 DOI: 10.1177/14757257241261351

Ines Deibl, Ines Zeitlhofer, Anna Geroldinger, Jörg Zumbach

{"title":"Overcoming the Myths: Interactive Learning Environments as Myth Busters in Teaching and Learning","authors":"Ines Deibl, Ines Zeitlhofer, Anna Geroldinger, Jörg Zumbach","doi":"10.1177/14757257241261351","DOIUrl":"https://doi.org/10.1177/14757257241261351","url":null,"abstract":"Recent research has shown a growing interest in myths about teaching and learning and their prevalence among different populations. However, little is known about the extent to which these myths are prevalent among high school students. Future research must focus on methods that best support dispelling these myths to promote high school students in terms of knowledge security, recognition of fake news, and critical thinking, to foster their acquisition of competencies and to implement conceptual change. In the field of natural sciences, studies have shown that the use of learning videos can be an effective method to provoke conceptual change. For this purpose, two versions of a digital learning video (interactive [ N = 36] vs. not interactive [ N = 35]) have been developed to help high school students overcome five common and widely distributed myths (e.g., the learning style myth). The aim of our study was to analyze whether educational videos in an educational psychology context, in this case, neuromyths, can also lead to conceptual change. Furthermore, we wanted to know what role the degree of interactivity of the learning video plays in this. Results reveal that the interventions lead to a reduction of beliefs in myths, but only for those myths that were presented within the interventions. Results also reveal that the interactivity of the video did not make a difference in whether students believed in myths or not.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"424 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

PLAT 23(2) 2024: Centering Psychological Literacy in Undergraduate Psychology Education Internationally plat 23(2) 2024：以国际心理学本科教育中的心理学素养为中心

Psychology Learning & Teaching Pub Date : 2024-07-01 DOI: 10.1177/14757257241253060

Susan A. Nolan, Jacquelyn Cranney, Luciana Karine de Souza, Julie A. Hulme

引用次数: 0

Abstracts of recent articles published in Teaching of Psychology 心理学教学》近期发表的文章摘要

Psychology Learning & Teaching Pub Date : 2024-07-01 DOI: 10.1177/14757257241234165

引用次数: 0

Abstracts of recent articles published in Psychology Teaching Review 心理学教学评论》近期发表的文章摘要

Psychology Learning & Teaching Pub Date : 2024-07-01 DOI: 10.1177/14757257241237917

引用次数: 0

Psychology Workforce Literacy: A Gap Worth Minding 心理学劳动力扫盲：值得关注的差距

Psychology Learning & Teaching Pub Date : 2024-05-01 DOI: 10.1177/14757257241248649

Samantha G. Cary, Mary E. Pritchard, R. Eric Landrum

引用次数: 0

Service-learning: An Empirically Driven and Transformational Pedagogy to Develop Psychologically Literate Citizens for Contemporary Challenges 服务学习：以经验为导向的变革性教学法，培养有心理素养的公民应对当代挑战

Psychology Learning & Teaching Pub Date : 2024-04-29 DOI: 10.1177/14757257241248425

Ana I. Ruiz, Roger N. Reeb, Tia N. Turner, Robert G. Bringle, Patti H. Clayton

引用次数: 0

Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning 女性主导的学习课程中的男生：在性别混合的计算机支持的协作学习中感知多样性氛围

Psychology Learning & Teaching Pub Date : 2024-04-16 DOI: 10.1177/14757257241246599

Jennifer Raimann, Natalia Reich-Stiebert, Jan-Bennet Voltmer, Stefan Stürmer

{"title":"Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning","authors":"Jennifer Raimann, Natalia Reich-Stiebert, Jan-Bennet Voltmer, Stefan Stürmer","doi":"10.1177/14757257241246599","DOIUrl":"https://doi.org/10.1177/14757257241246599","url":null,"abstract":"Background: Male students’ achievements in female-dominated study programs have garnered limited research attention. This study investigates the relationship between psychology students’ perceived diversity climate and their learning outcomes in a gender-mixed computer-supported collaborative learning (CSCL) course in introductory psychology. Our main hypotheses were that the diversity climate—learning outcome relationships would be stronger for male (gender minority) than for female students (gender majority). Methods: This study used data from a large sample of university first-year students at a blended learning university ( n = 1,172, 75% female) with three points of measurement in a 9-week CSCL assignment. Findings: Moderated-mediation regression analyses confirmed that students’ perceptions of the diversity climate in their CSCL group were significantly related to gains in online learning self-efficacy among male, but not female students. Furthermore, by increasing gains in self-efficacy, climate perceptions also translated into better quiz performance among male students. Contributions: This study shows that for men perceived diversity climate is a significant determinant of their individual learning outcomes. This calls for paying more attention to the minority perspectives of males in female-dominated psychological programs to better understand why this is the case.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140615407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student-Perceived Supervisor Motivation and Grade Pressure as Predictors of German Psychology Students’ Thesis Motivation 学生感知的导师动机和成绩压力是德国心理学专业学生毕业论文动机的预测因素

Psychology Learning & Teaching Pub Date : 2024-03-15 DOI: 10.1177/14757257241239622

Anand Krishna, Julia Grund

{"title":"Student-Perceived Supervisor Motivation and Grade Pressure as Predictors of German Psychology Students’ Thesis Motivation","authors":"Anand Krishna, Julia Grund","doi":"10.1177/14757257241239622","DOIUrl":"https://doi.org/10.1177/14757257241239622","url":null,"abstract":"Writing a final thesis is an important step for many students. Many thesis programs in research-oriented fields are structured as projects in which there is a one-to-one working relationship with a supervisor. In addition, the thesis’ final grade is often perceived as particularly important. This research uses a cross-sectional survey design ( N = 217) to assess student-perceived supervisor motivation and experienced grade pressure as predictors of student motivation when writing their thesis. Derived from expectancy-value models, valence, expectancy, and instrumentality towards achieving a good thesis grade as well as stress from the thesis work are assessed as mediating variables. The results indicate that, as hypothesized, high student-perceived supervisor motivation is associated with higher motivation components and less stress. Grade pressure is associated with higher valence, but also more stress. In turn, motivational components are positively and stress negatively associated with student motivation. The mediation analysis suggests a partially mediated positive effect of student-perceived supervisor motivation and a suppressed net zero effect of grade pressure on student motivation. Although this research cannot establish causality, the results suggest that motivating supervisors may improve student motivation in thesis writing significantly. Furthermore, the negative effects of high grade pressure may not extend to student motivation.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"2012 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140150115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Not Exactly Dragon's Den: Enterprise Challenges can Enhance Psychological Literacy 不完全是龙穴：企业挑战可以提高心理素养

Psychology Learning & Teaching Pub Date : 2024-03-15 DOI: 10.1177/14757257241236862

Patrick Rosenkranz, Alecia Cotterell, Amy Fielden, Charlotte Hope, Trevor James, Billie Moffat-Knox

{"title":"Not Exactly Dragon's Den: Enterprise Challenges can Enhance Psychological Literacy","authors":"Patrick Rosenkranz, Alecia Cotterell, Amy Fielden, Charlotte Hope, Trevor James, Billie Moffat-Knox","doi":"10.1177/14757257241236862","DOIUrl":"https://doi.org/10.1177/14757257241236862","url":null,"abstract":"Enterprise challenges are teaching activities that allow students to develop and pitch a creative idea in response to a real-life challenge, usually posed by a charitable organisation. Students work in teams to develop their ideas and draw on their subject knowledge, as well as entrepreneurial processes, to articulate their product or service that addresses the challenge. These activities have the potential to enhance psychological literacy as they provide an opportunity to utilise psychological knowledge and skills in novel and unfamiliar ways and urges students to find creative solutions to societal problems. This article presents the rationale and structure to design an enterprise challenge in psychology teaching and uses two case studies to show diverse ways of delivering these teaching events. Evaluation data from six previous challenges show that students self-rate their perceived psychological literacy and entrepreneurial orientation higher after having participated in an enterprise challenge. These teaching activities present a propitious way of enhancing psychological literacy in the curriculum and supporting students on their journey to develop as global citizens.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140150034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0