Scholarship of teaching and learning in psychology最新文献_第9页

Supplemental Material for Indicators of Student Well-Being in Canadian Undergraduates Before and During the COVID-19 Pandemic 2019冠状病毒病大流行之前和期间加拿大大学生幸福指标补充材料

Scholarship of teaching and learning in psychology Pub Date : 2022-10-31 DOI: 10.1037/stl0000338.supp

引用次数: 0

Where do neuromyths come from? Sources and strength of psychological misconceptions. 神经神话从何而来?心理误解的来源和力量。

Scholarship of teaching and learning in psychology Pub Date : 2022-09-01 DOI: 10.1037/stl0000332

Jenni L. Redifer, Kailee Jackola

引用次数: 0

The measurement of psychological literacy and employable skills self-efficacy in undergraduate psychology students. 心理学本科生心理素养与就业技能自我效能感的测量。

Scholarship of teaching and learning in psychology Pub Date : 2022-09-01 DOI: 10.1037/stl0000336

M. Machin, N. Gasson

引用次数: 0

A psychology role-playing exercise improves student-athletes’ ability to confront prejudiced comments. 心理角色扮演练习可以提高学生运动员面对偏见言论的能力。

Scholarship of teaching and learning in psychology Pub Date : 2022-09-01 DOI: 10.1037/stl0000334

T. Lawson, C. Veraldo

引用次数: 1

Psychology teachers’ attitudes about students: A comparison of teachers based on history of intense dislike of students. 心理学教师对学生的态度：基于强烈厌恶学生历史的教师比较。

Scholarship of teaching and learning in psychology Pub Date : 2022-09-01 DOI: 10.1037/stl0000333

G. Boysen, Peyton N. Osgood, Colby Price

引用次数: 0

Using social annotation to enhance student engagement in psychology courses. 运用社会注释提高心理学课程学生参与度。

Scholarship of teaching and learning in psychology Pub Date : 2022-09-01 DOI: 10.1037/stl0000335

J. Lazzara, Virginia Clinton-Lisell

引用次数: 2

Practice assignments improve research comprehension skills and reinforce concept learning. 练习作业提高研究理解能力，加强概念学习。

Scholarship of teaching and learning in psychology Pub Date : 2022-09-01 DOI: 10.1037/stl0000337

Trina C. Kershaw, Leamarie T Gordon

引用次数: 0

Supplemental Material for Pilot Study of Self-Determination Theory and Motivational Interviewing Intervention Targeting Need Satisfaction, Motivation, and Procrastination 自我决定理论与动机访谈干预需求满足、动机与拖延先导研究补充材料

Scholarship of teaching and learning in psychology Pub Date : 2022-07-07 DOI: 10.1037/stl0000331.supp

Rylee Oram, An Dou, Maria A. Rogers

引用次数: 2

Minoritized students’ experiences with pandemic-era remote learning inform ways of expanding access. 少数族裔学生在大流行时期的远程学习经历为扩大获得机会的途径提供了信息。

Scholarship of teaching and learning in psychology Pub Date : 2022-07-04 DOI: 10.1037/stl0000330

Samantha Basch, Rebecca Covarrubias, Suki Wang

{"title":"Minoritized students’ experiences with pandemic-era remote learning inform ways of expanding access.","authors":"Samantha Basch, Rebecca Covarrubias, Suki Wang","doi":"10.1037/stl0000330","DOIUrl":"https://doi.org/10.1037/stl0000330","url":null,"abstract":"COVID-19 increased problems of access for students, particularly for students who experience diverse dimensions of minoritization in the university (e.g., first generation [FG] to college, students of color, low-income). Here, access refers to institutional policies and practices that offer equitable learning and educational opportunities. To date, limited research has focused on how minoritized students grappled with challenges of access during their day-to-day experiences of pandemic-era remote learning. The present study fills this gap by documenting how minoritized undergraduate students navigated challenges related to access and how, in community with others, they leveraged strengths to expand opportunities for access. Fifteen undergraduate seniors-the majority of whom identified as FG, low-income, and/or students of color-participated in in-depth interviews during their first term of pandemic-era remote learning. The results illustrated how remote learning both limited and broadened four areas of access: learning space, learning materials, course participation, and social connections and community. We documented how flexible and collaborative practices with instructors, peers, and family provided a powerful approach to strengthening access to learning across all four areas. The results provide critical insights, as shared by students themselves, on how institutions of higher education can reduce longstanding and new inequities and invest in strategies for expanding access. Such insights are timely for continued learning in remote instruction and for consideration of long-term practices as we shift back to forms of in-person 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":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44931178","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: 4

Addressing stigmatization of psychological disorders in introductory psychology. 在介绍心理学中解决心理障碍的污名化问题。

Scholarship of teaching and learning in psychology Pub Date : 2022-07-04 DOI: 10.1037/stl0000329

Randi Shedlosky-Shoemaker, C. Strassle, Samantha A. Deffler, Jennifer N. Engler

引用次数: 1