The Extent to Which Psychology Students Read Textbooks: An Examination Across Multiple Psychology Courses

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity: more scientific understandings of topical knowledge related to nature and nurture and more humanistic understandings related to multicultural awareness and sensitivity. Drawing on standardized surveys and open-ended responses to diversity questions from the beginning and end of introductory psychology courses, results indicate that students’ topical knowledge of diversity is not strongly associated with multicultural sensitivity. These results emphasize the importance of clarifying the meanings of addressing diversity as a course goal and are discussed in relation to the multiple challenges of teaching about diversity in psychology courses.

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Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

10.31234/osf.io/2z8gy ◽

2021 ◽

Author(s):

Minu Mathews

Keyword(s):

Teaching And Learning ◽

Psychology Students ◽

Learning Activities ◽

Student Perspective ◽

Effective Learning ◽

Psychology Courses ◽

The Subject ◽

Analyse Data ◽

High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

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The Presentation of Ethics in Undergraduate Psychology Syllabi

Teaching of Psychology ◽

10.1177/0098628318796921 ◽

2018 ◽

Vol 45 (4) ◽

pp. 346-350 ◽

Cited By ~ 2

Author(s):

Di You ◽

Ana Ruiz ◽

Judith Warchal

Keyword(s):

Psychology Students ◽

National Sample ◽

Learning Goals ◽

Academic Honesty ◽

Policy Statements ◽

Psychology Courses ◽

Undergraduate Psychology ◽

Ethics Courses

To identify where ethics is presented to undergraduate psychology students, this study reviewed a national sample of 706 syllabi for required mandatory psychology courses. The results indicated that 6 syllabi were designated as ethics courses and 65 syllabi did not mention ethics at all. Even though 641 syllabi mentioned ethics, the most frequent listing was under course policies, usually as a standard statement (e.g., academic honesty and plagiarism) required by many institutions. Our recommendation is that ethics should be intentionally included in the learning goals/objectives/outcomes with a corresponding assessment (assignments) in all syllabi in addition to policy statements.

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Learning Innovative Methodologies To Foster Personal, Organizational and Community Empowerment through Online and Face-to-Face Community Psychology Courses

Universitas Psychologica ◽

10.11144/javeriana.upsy14-4.limf ◽

2016 ◽

Vol 14 (4) ◽

pp. 1209

Author(s):

Donata Francescato ◽

Minou Mebane Mebane

Keyword(s):

Community Psychology ◽

Online Teaching ◽

Psychology Students ◽

Community Empowerment ◽

Comparative Efficacy ◽

Face To Face ◽

Online Collaborative Learning ◽

The World ◽

Psychology Courses ◽

Different Parts

This paper aims to illustrate the contextual factors that inspired some Italian community psychologists to develop three innovative intervention methodologies to foster personal, organizational and community empowerment. We also summarize several studies we conducted to explore the comparative efficacy of traditional and more innovative online teaching, in helping community psychology students master the competencies needed to carry out these three different intervention modalities. These studies showed that both face-to-face and online collaborative learning settings were effective not only in promoting students’ professional competencies, but also in enhancing their social capital and sociopolitical empowerment. Implications for a wider use of online settings to share community psychology values, principles and practices elaborated in different parts of the world are discussed.

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DO PSYCHOLOGY COURSES REDUCE BELIEF IN PSYCHOLOGICAL MYTHS?

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2003.31.6.585 ◽

2003 ◽

Vol 31 (6) ◽

pp. 585-592 ◽

Cited By ~ 20

Author(s):

Lionel G. Standing ◽

Herman Huber

Keyword(s):

Critical Thinking ◽

Research Methods ◽

Geographical Origin ◽

Junior College ◽

Psychology Students ◽

Advanced Training ◽

University Courses ◽

Psychology Courses ◽

Popular Psychology ◽

Myth Acceptance

This study examined the degree to which psychology students accept popular psychology myths that are rejected by mainstream researchers (e.g., “people use only 10% of their brain's capacity”), and the effect of psychology courses on myth acceptance. Using a 20-item, true-false myth belief questionnaire, it examined the levels of gullibility among 94 undergraduates at different stages of their education, and related these to their educational and demographic backgrounds. High overall levels of myth acceptance (71%) were found, in line with earlier research. Myth acceptance decreased with the number of psychology courses that students had taken in university, but increased with the number that they had taken in junior college. Belief in myths was lower among students who were majoring in psychology, were older, had higher grades, and had advanced training in research methods, but it was not related to gender, geographical origin, or university year. It is concluded that university courses appear beneficial in encouraging methodological skepticism, whereas taking specialized psychology courses in junior college may hinder rather than promote critical thinking among undergraduates.

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Research Preregistration as a Teaching and Learning Tool in Undergraduate Psychology Courses

Psychology Learning & Teaching ◽

10.1177/1475725719875844 ◽

2019 ◽

Vol 19 (1) ◽

pp. 107-115

Author(s):

Sarai Blincoe ◽

Stephanie Buchert

Keyword(s):

Decision Making ◽

Teaching And Learning ◽

Psychology Students ◽

Research Practice ◽

Research Projects ◽

Planning Tool ◽

Questionable Research Practices ◽

Psychology Courses ◽

Survey Results ◽

Undergraduate Psychology

The preregistration of research plans and hypotheses may prevent publication bias and questionable research practices. We incorporated a modified version of the preregistration process into an undergraduate capstone research course. Students completed a standard preregistration form during the planning stages of their research projects as well as surveys about their knowledge of preregistration. Based on survey results, our senior-level psychology students lacked knowledge of importance of the preregistration movement in the sciences but could anticipate some of its benefits. Our review of the completed preregistration assignment suggested that students struggle with data analysis decision-making but generally perceive preregistration as a helpful planning tool. We discuss the value of a preregistration assignment for generating discussions of research practice and ethics.

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Undergraduate Research Experience through the Analysis of Data Sets in Psychology Courses

Teaching of Psychology ◽

10.1207/s15328023top1303_4 ◽

1986 ◽

Vol 13 (3) ◽

pp. 119-122 ◽

Cited By ~ 16

Author(s):

Neil Lutsky

Keyword(s):

Undergraduate Research ◽

Psychology Students ◽

Introductory Psychology ◽

Data Sets ◽

Research Experience ◽

Statistical Procedures ◽

Research Activities ◽

Large Numbers ◽

Psychology Courses ◽

Research Questions

A method for involving large numbers of introductory psychology students as active researchers is described and evaluated. Students are assigned a project requiring them to develop research questions and to answer those questions by means of a computerized analysis of previously collected data. Results of a study of the project's effects on attitudes toward research in psychology indicate that students reported valuing research more, understanding statistical procedures better, and feeling less anxious about statistics and computers. These and other findings are taken to suggest that this assignment may be an effective way to introduce introductory students to research activities and values in psychology.

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Psychobiography Training in Psychology in North America: Mapping the Field and Charting a Course

Europe’s Journal of Psychology ◽

10.5964/ejop.v11i3.938 ◽

2015 ◽

Vol 11 (3) ◽

pp. 459-475 ◽

Cited By ~ 14

Author(s):

Joseph G. Ponterotto ◽

Jason D. Reynolds ◽

Samantha Morel ◽

Linda Cheung

Keyword(s):

Mixed Methods ◽

North America ◽

Psychology Students ◽

History Of Psychology ◽

Political Leaders ◽

Research Results ◽

The Status ◽

Psychology Courses ◽

History Of ◽

Important Position

Psychobiography holds an important position in the history of psychology, yet little is known about the status of psychobiographical training and dissertation research in psychology departments. This brief report identified psychobiography courses throughout North America and content analyzed a sample of 65 psychobiography dissertations to discern the theories and methods that have most commonly anchored this research. Results identified few psychology courses specifically in psychobiography, with a larger number of courses incorporating psychobiographical and/or narrative elements. With regard to psychobiography dissertations, the majority focused on artists, pioneering psychologists, and political leaders. Theories undergirding psychobiographical studies were most frequently psychoanalytic and psychodynamic. Methodologically, a majority of the dissertations were anchored in constructivist (discovery-oriented) qualitative procedures, with a minority incorporating mixed methods designs. The authors highlight the value of psychobiographical training to psychology students and present avenues and models for incorporating psychobiography into psychology curriculums.

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Brief Research Report - An Analysis of the Relationship Between Secondary and Tertiary Psychology Performance

The Australian Educational and Developmental Psychologist ◽

10.1017/s0816512200027140 ◽

1995 ◽

Vol 12 (1) ◽

pp. 25-29

Author(s):

Cynthia Fan ◽

Bernadette Hood

Keyword(s):

Psychology Students ◽

Research Report ◽

First Year ◽

Tertiary Level ◽

First Semester ◽

University Of Technology ◽

Psychology Courses ◽

Overall Performance ◽

Psychology Course ◽

The Relationship

ABSTRACTThis study aimed to evaluate the effectiveness of the Victorian Certificate of Education (VCE) secondary psychology course in preparing students for studying psychology at a tertiary level. First semester results of 228 first year psychology students at Victoria University of Technology were analysed. Of these students 60 had completed VCE Psychology in 1992. No significant differences were observed in overall semester one psychology performance between students who had completed VCE Psychology and those who had not. Regression analysis suggested that VCE aggregate score was a better predictor than the VCE Psychology score of overall performance in the first year psychology course. Subsequent correlation analyses demonstrated that VCE Psychology scores correlated significantly with tertiary psychology examination results but not with coursework requirements. VCE aggregate scores correlated with both examination and coursework requirements. These results suggest that completion of VCE Psychology does not advantage students entering tertiary psychology courses and educators need to analyse both the content and process of both secondary and tertiary psychology courses to facilitate more effective articulations for students.

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Reducing Mental Illness Stigma in the Classroom

Teaching of Psychology ◽

10.1177/0098628318796922 ◽

2018 ◽

Vol 45 (4) ◽

pp. 351-357 ◽

Cited By ~ 1

Author(s):

Carla G. Strassle

Keyword(s):

Mental Illness ◽

Psychology Students ◽

Mental Illness Stigma ◽

Abnormal Psychology ◽

Stigma Reduction ◽

Course Content ◽

Reduction Techniques ◽

Psychology Courses ◽

Content Coverage ◽

The Impact

Psychology courses present unique opportunities to reduce mental illness stigma. The literature highlights contact with people diagnosed with disorders as the best stigma reduction technique. Simple stigma education, however, is also promising and can be accomplished as part of course content coverage. Abnormal psychology students participated in one of five conditions to gauge the impact of different stigma reduction techniques. Results for overall stigma reduction indicate robust effect sizes (Cohen’s d; range = 0.77–1.52) for all interventions conditions, but no effect for the control condition. The current study supports the use of stigma reduction techniques but highlights the usefulness of stigma education as a simple but powerful tool for stigma reduction within standard course curricula.

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