{"title":"对心理素养的理解:来自中英两国大学生的比较启示","authors":"A. J. Privitera, J. Wang, X. Jiang","doi":"10.1177/00986283241247181","DOIUrl":null,"url":null,"abstract":"Psychological literacy has attracted considerable attention globally. However, no study has focused on this concept in China, where interest in psychology is growing. The present study aimed to investigate perceptions of psychological literacy in a sample of undergraduate psychology majors from Chinese public universities, and compare findings with previously reported data from the United Kingdom. Participants completed a survey in which they rated eight core attributes of psychological literacy across the dimensions of awareness, development, confidence in explaining, and importance in their future career. Students gave the highest ratings to the importance of psychological core attributes in their future careers and understanding the application of theory, but the lowest to the development of attributes and understanding the role of theory in research. Comparisons with the United Kingdom sample revealed culturally specific differences of potential interest. Findings from this work can inform the refinement of undergraduate psychology programs in China, and help calibrate standards in support of international mobility of Chinese students for postgraduate study outside of the home country. Psychology educators in China should consider providing more opportunities for students to gain awareness of their own development and engage in research firsthand.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Understanding of Psychological Literacy: Comparative Insights From Undergraduates in China and the United Kingdom\",\"authors\":\"A. J. Privitera, J. Wang, X. Jiang\",\"doi\":\"10.1177/00986283241247181\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Psychological literacy has attracted considerable attention globally. However, no study has focused on this concept in China, where interest in psychology is growing. The present study aimed to investigate perceptions of psychological literacy in a sample of undergraduate psychology majors from Chinese public universities, and compare findings with previously reported data from the United Kingdom. Participants completed a survey in which they rated eight core attributes of psychological literacy across the dimensions of awareness, development, confidence in explaining, and importance in their future career. Students gave the highest ratings to the importance of psychological core attributes in their future careers and understanding the application of theory, but the lowest to the development of attributes and understanding the role of theory in research. Comparisons with the United Kingdom sample revealed culturally specific differences of potential interest. Findings from this work can inform the refinement of undergraduate psychology programs in China, and help calibrate standards in support of international mobility of Chinese students for postgraduate study outside of the home country. Psychology educators in China should consider providing more opportunities for students to gain awareness of their own development and engage in research firsthand.\",\"PeriodicalId\":47708,\"journal\":{\"name\":\"Teaching of Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2024-04-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching of Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/00986283241247181\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching of Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00986283241247181","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Understanding of Psychological Literacy: Comparative Insights From Undergraduates in China and the United Kingdom
Psychological literacy has attracted considerable attention globally. However, no study has focused on this concept in China, where interest in psychology is growing. The present study aimed to investigate perceptions of psychological literacy in a sample of undergraduate psychology majors from Chinese public universities, and compare findings with previously reported data from the United Kingdom. Participants completed a survey in which they rated eight core attributes of psychological literacy across the dimensions of awareness, development, confidence in explaining, and importance in their future career. Students gave the highest ratings to the importance of psychological core attributes in their future careers and understanding the application of theory, but the lowest to the development of attributes and understanding the role of theory in research. Comparisons with the United Kingdom sample revealed culturally specific differences of potential interest. Findings from this work can inform the refinement of undergraduate psychology programs in China, and help calibrate standards in support of international mobility of Chinese students for postgraduate study outside of the home country. Psychology educators in China should consider providing more opportunities for students to gain awareness of their own development and engage in research firsthand.
期刊介绍:
Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.