Scholarship of teaching and learning in psychology最新文献_第8页

Supplemental Material for Teaching Cognitive Dissonance Theory: Practical Advice for the Classroom 认知失调理论教学补充材料:课堂实用建议

Scholarship of teaching and learning in psychology Pub Date : 2023-01-09 DOI: 10.1037/stl0000346.supp

J. D. de Vries, April L. McGrath, David C. Vaidis

引用次数: 0

Dispositional intelligence of the Five-Factor Model as a learning outcome in an undergraduate personality course. 性格智力五因素模型在大学生人格课程中的学习效果。

Scholarship of teaching and learning in psychology Pub Date : 2022-12-01 DOI: 10.1037/stl0000315

James B Moran, Laura M Perry, Michael Hoerger, Damian R Murray

{"title":"Dispositional intelligence of the Five-Factor Model as a learning outcome in an undergraduate personality course.","authors":"James B Moran, Laura M Perry, Michael Hoerger, Damian R Murray","doi":"10.1037/stl0000315","DOIUrl":"https://doi.org/10.1037/stl0000315","url":null,"abstract":"This pedagogical prime aimed to examine whether undergraduate education in personality psychology was associated with increases in dispositional intelligence, a key variable underlying social skills. The sample consisted of students enrolled in a small Introduction to Personality college course who completed a summative performance-based assessment of their conceptual reasoning that required a complex application of their understanding of personality. On the first day of class, the students completed a dispositional intelligence scale, demonstrating their pre-course understanding of how personal adjectives (e.g., insecure) correspond to particular personality dispositions (e.g., neuroticism). They took the same scale again on the last day of class to assess if learning about the Five-Factor Model (FFM) during the class was associated with increased dispositional intelligence scores. Results from this longitudinal study revealed that participants had an increase in dispositional intelligence from the first to last day of class (d = 0.89, p = .001), especially when perceiving the dispositions of openness (d=.59, p=.04) and agreeableness (d=.69, p=.019). In conclusion, a college personality course emphasizing the Five-Factor Model was associated with increases in a measure of personality understanding.","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9956306/pdf/nihms-1831101.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10798861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching psychology in virtual reality. 虚拟现实中的教学心理学。

Scholarship of teaching and learning in psychology Pub Date : 2022-11-07 DOI: 10.1037/stl0000341

P. Frewen, Paige Oldrieve, Kevin Law

{"title":"Teaching psychology in virtual reality.","authors":"P. Frewen, Paige Oldrieve, Kevin Law","doi":"10.1037/stl0000341","DOIUrl":"https://doi.org/10.1037/stl0000341","url":null,"abstract":"Virtual reality (VR) technology has been applied to instruction in science, technology, engineering, mathematics, and medicine and dentistry, but less to teaching of psychology. The objective of this study was to pilot VR as a medium for inducing a satisfying, immersive experience of spatiotemporal presence during asynchronous online teaching of psychology using prerecorded 360degree videos during the COVID-19 pandemic period. Forty students watched psychology lectures on the topics of meditation and psychobiology that had been recorded using a 360degree camera either while wearing or not wearing a VR headset and reported on their satisfaction, sense of spatiotemporal presence, and understanding of the learning activity. As hypothesized, students experienced greater satisfaction with psychology teaching while wearing the VR headset than when not wearing it, an effect that was correlated with their greater experience of spatiotemporal presence in the teaching environments depicted by the videos, whereas there were no prominent differences for content learning. This pilot study suggests that delivering direct instruction in psychology using VR headsets can increase students' satisfaction partly through increasing their felt sense of presence with the instructor in space and time. These pilot results suggest the potential for VR applications to provide satisfying experiences of psychology teaching in the context of remote e-learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57360380","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: 1

Do midcourse evaluations impact college students’ agentic engagement or perceptions of teaching and learning? 中期评估是否影响大学生的主观投入或对教与学的看法?

Scholarship of teaching and learning in psychology Pub Date : 2022-11-07 DOI: 10.1037/stl0000343

Sarah Nosek

引用次数: 0

An experimental study of the effects of scaffolding and context in training graphical literacy among 2- and 4-year college students. 一项关于支架和情境在培养2岁和4岁大学生图形素养中的作用的实验研究。

Scholarship of teaching and learning in psychology Pub Date : 2022-11-07 DOI: 10.1037/stl0000344

Melissa R. Witkow, Allie M. Spiekerman, Chagall Ford-Roshon, Tova Hershman, C. Stevens

引用次数: 0

Flexible teaching during a pandemic and beyond: A reflection on lessons learned from the society for the teaching of psychology’s pivot teaching committee. 流行病期间及其后的灵活教学:对心理学支点教学委员会教学的社会经验的反思。

Scholarship of teaching and learning in psychology Pub Date : 2022-11-07 DOI: 10.1037/stl0000342

Jenel T. Cavazos, Christopher M. Hakala, W. B. Schiff, Jennifer White, Hannah M. Baskin

{"title":"Flexible teaching during a pandemic and beyond: A reflection on lessons learned from the society for the teaching of psychology’s pivot teaching committee.","authors":"Jenel T. Cavazos, Christopher M. Hakala, W. B. Schiff, Jennifer White, Hannah M. Baskin","doi":"10.1037/stl0000342","DOIUrl":"https://doi.org/10.1037/stl0000342","url":null,"abstract":"During the past 2 years, instructors have faced a variety of obstacles related to COVID-19's continued impact on higher education. For example, educators have had to manage a lack of training, heightened stress and anxiety levels, the need for increased instructor flexibility, transitions from the classroom to the online environment (and back again), challenges to academic integrity, and difficulty maintaining boundaries between home and work life. In response, the Society for the Teaching of Psychology (STP;American Psychological Association Division 2) formed a task force to examine the obstacles instructors face when required to \"pivot teach.\" The present article reports on the findings from four areas of particular difficulty for instructors throughout the pandemic. First, we focus on teaching modalities, specifically by examining online asynchronous instruction, virtual synchronous instruction, and hybrid or flex instruction. Second, we explore teaching methods and assessment, including the importance of transparency, the importance of flexibility, practical assessment strategies, and flexible assignment ideas. Third, we discuss personal and professional development and offer multiple strategies to help separate work from home. Finally, we provide thoughts on looking back and looking ahead as instructors continue to adapt to an ever-changing educational landscape. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45069452","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

Indicators of student well-being in Canadian undergraduates before and during the COVID-19 pandemic. 新冠肺炎大流行之前和期间加拿大大学生的健康指标。

Scholarship of teaching and learning in psychology Pub Date : 2022-11-07 DOI: 10.1037/stl0000338

Alyssa C. Smith, David C. S. Filice, H. Poole, Ayesha Khan, Kate Whalen, D. Smilek

{"title":"Indicators of student well-being in Canadian undergraduates before and during the COVID-19 pandemic.","authors":"Alyssa C. Smith, David C. S. Filice, H. Poole, Ayesha Khan, Kate Whalen, D. Smilek","doi":"10.1037/stl0000338","DOIUrl":"https://doi.org/10.1037/stl0000338","url":null,"abstract":"We measured mental distress, self-esteem, self-efficacy, optimism, life satisfaction, and stress in a Canadian sample of undergraduates both before the COVID-19 pandemic was declared (Winter 2019 and Winter 2020) and also opportunistically after the implementation of social restrictions and lockdowns due to the COVID-19 pandemic (Fall 2020). In this combined sample of 1,049 Canadian students, we found that compared to before the pandemic, undergraduates reported more perceived stress and higher levels of anxiety/insomnia after pandemic-related disruptions began. Importantly, however, comparing measures collected before and during the pandemic, we found no significant differences in reports of self-esteem, self-efficacy, optimism, and life satisfaction, and even a significant pandemic-related improvement in somatic symptoms of psychological distress and social dysfunction. Finally, in line with our original prepandemic aims of the study, we replicated prior findings showing that mental distress, self-esteem, self-efficacy, optimism, and life satisfaction predict significant variance in perceived stress within our Canadian sample. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42870081","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: 1

Supplemental Material for Online Versus Face-to-Face Learning in an Undergraduate Psychology Statistics Course 在线与面对面学习在本科心理学统计课程中的补充材料

Scholarship of teaching and learning in psychology Pub Date : 2022-10-31 DOI: 10.1037/stl0000340.supp

Angela G. Pirlott

引用次数: 1

Supplemental Material for An Experimental Study of the Effects of Scaffolding and Context in Training Graphical Literacy Among 2- and 4-Year College Students 脚手架与情境在二、四年级大学生图形素养训练中的作用实验研究补充材料

Scholarship of teaching and learning in psychology Pub Date : 2022-10-31 DOI: 10.1037/stl0000344.supp

引用次数: 0

Supplemental Material for Assessing the Implementation of a Short Psychological Critical Thinking Intervention in Traditional and Online Courses 评估在传统和在线课程中实施短期心理批判性思维干预的补充材料

Scholarship of teaching and learning in psychology Pub Date : 2022-10-31 DOI: 10.1037/stl0000339.supp

引用次数: 1