A Guide to Upgrade the High School Psychology Course

1963 ◽  
Vol 37 (9) ◽  
pp. 523-528 ◽  
Author(s):  
Ann F. Lucas
Keyword(s):  
High School ◽  
School Psychology ◽  
Psychology Course

A Reexamination of the Relationship of High School Psychology and Natural Science Courses to Performance in a College Introductory Psychology Class

1988 ◽  
Vol 15 (3) ◽  
pp. 142-144 ◽  
Author(s):  
Richard A. Griggs ◽  
Sherri L. Jackson
Keyword(s):  
High School ◽  
School Psychology ◽  
Natural Science ◽  
Introductory Psychology ◽  
Introductory Psychology Class ◽  
Science Courses ◽  
Psychology Class ◽  
Psychology Course ◽  
Relationship Of ◽  
The Relationship

Controlling for possible confoundings in a recent study (Carstens & Beck, 1986), we found that completing a high school psychology class was not related to performance in a college introductory psychology course but a strong background in high school natural science was related to higher grades in the course, especially in the section dealing with topics closely related to natural science. An explanation in terms of the congruence of the scientific–experimental focus of the natural science courses and the college psychology course is suggested.

The Relationship of High School Psychology and Natural Science Courses to Performance in a College Introductory Psychology Class

1986 ◽  
Vol 13 (3) ◽  
pp. 116-118 ◽  
Author(s):  
Christian B. Carstens ◽  
Hall P. Beck
Keyword(s):  
High School ◽  
School Psychology ◽  
Natural Science ◽  
Introductory Psychology ◽  
Introductory Psychology Class ◽  
Subsequent Performance ◽  
Science Courses ◽  
Final Grades ◽  
Psychology Course ◽  
The Relationship

This study assessed the relationship between high school psychology and natural science classes and subsequent performance in a college introductory psychology course. After removing the variability due to SAT scores, both high school psychology and high school natural science courses were significantly related to precourse knowledge of psychology. High school psychology was not significantly related to final grades. However, students with strong backgrounds in high school natural sciences obtained higher final grades than students with less preparation.

Know Thy Selfie: using contemporary art to teach adolescent identity exploration

2018 ◽  
Vol 13 (2) ◽  
pp. 279-288
Author(s):  
Sarah Mead ◽  
Cheryl R. Ellerbrock
Keyword(s):  
High School ◽  
School Psychology ◽  
Contemporary Art ◽  
Visual Arts ◽  
Identity Exploration ◽  
Content Type ◽  
Teaching Identity ◽  
Developmental Theories ◽  
Psychology Curriculum ◽  
Psychology Course

Purpose The purpose of this paper is to highlight how one high school psychology teacher helped students explore the concept of identity exploration and express their own personal identity through the use of contemporary art in a high school psychology course. Design/methodology/approach In this paper, techniques one high school teacher used for utilizing the visual arts to teach identity exploration in a high school psychology course are shared, including student discussion surrounding the visual analysis of contemporary artwork, thoughtful student application of developmental theories and the student production of original artwork to express one’s identity. Findings Students participating in the lesson engaged enthusiastically in the discussion of the use of selfies in contemporary art and demonstrated thoughtful reflection in the creation of their own selfies. Research limitations/implications Future research is needed to systematically investigate the effectiveness of incorporating contemporary art as a means of teaching identity exploration to adolescents as part of a high school psychology curriculum. Practical implications Adolescent exploration is a key feature of the adolescent experience and is part of the psychology curriculum at the high school level. Such courses afford students the unique opportunity to apply developmental theories and theories of identity exploration to recent occurrences in their lives. One possibility for teaching identity exploration is through the visual arts. Originality/value This lesson advances psychology instruction through the purposeful scaffolding of identity exploration as both content and process using contemporary art.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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