scholarly journals Professor–Student Rapport and Perceived Autonomy Support as Predictors of Course and Student Outcomes

2018 ◽  
Vol 46 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Melikşah Demir ◽  
Shelby Burton ◽  
Nora Dunbar
Keyword(s):  
Professional Development ◽  
Student Success ◽  
Student Outcomes ◽  
Autonomy Support ◽  
Psychology Students ◽  
Final Grade ◽  
Unique Variance ◽  
Undergraduate Psychology ◽  
Survey Responses ◽  
Perceived Autonomy Support

Two robust predictors of student success, rapport, and autonomy support were assessed to determine which had a greater impact on course and student outcomes. Survey responses from undergraduate psychology students ( n = 412) were collected. Together, rapport and autonomy support explained substantial variance in professor effectiveness ( R2 = .72), perception of the course ( R2 = .49), and perceived amount learned ( R2 = .27). However, rapport accounted for more unique variance than autonomy support. To a lesser degree, these predictors explained variability in expected ( R2 = .07) and actual ( R2 = .04) final grade, and absences ( R2 = .04). Autonomy support was the only significant predictor of grades. Providing professional development opportunities to professors to enhance rapport and autonomy support may improve student success.

Students' Grades and Ratings of Perceived Effectiveness of Behaviors Influencing Academic Performance

2007 ◽  
Vol 34 (4) ◽  
pp. 236-240 ◽  
Author(s):  
Baron Perlman ◽  
Lee I. McCann ◽  
Adam Prust
Keyword(s):  
Academic Performance ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Perceived Effectiveness ◽  
Point Scale ◽  
Final Grade ◽  
Undergraduate Psychology ◽  
Average Students ◽  
B 31

We studied undergraduate psychology students' grades and their ratings of the helpfulness of behaviors related to good academic performance. On average students desired an AB (3.5 on a 4-point scale) and would have been satisfied with a B; 31% of students expressed satisfaction with a BC or lower. Overall, students averaged a BC final grade, a B in nonintroductory courses. In every course but introductory psychology, students earned the grade they find satisfactory. Students rated only 7 of 59 behaviors as helping earn desired grades to a great extent; all involved basic studying. Moreover, they did not rate many potentially useful behaviors highly.

Embedding Career Issues in Advanced Psychology Major Courses

2017 ◽  
Vol 45 (1) ◽  
pp. 41-49 ◽  
Author(s):  
Jane S. Halonen ◽  
Dana S. Dunn
Keyword(s):  
Professional Development ◽  
Psychology Students ◽  
Career Preparation ◽  
American Psychological ◽  
Development Goal ◽  
Capstone Courses ◽  
Psychology Majors ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
New Strategies

Despite the popularity of the psychology major, complaints regularly arise about the value of majoring in psychology. This article reviews the workforce advantages that accrue to successful psychology students and encourages new strategies for emphasizing the professional development goal in the American Psychological Association’s Guidelines for the Undergraduate Psychology Major (2013). Recommendations include infusing career preparation in advanced classes, designing career-focused capstone courses, and conducting a climate check on department support for fostering realistic and appropriate career aspirations in undergraduate psychology majors.

What Psychology Students Want From Service-Learning

2021 ◽  
pp. 009862832110210
Author(s):  
Christine E. Valdez ◽  
Jennifer L. Lovell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Civic Engagement ◽  
Professional Identity ◽  
Teaching Practice ◽  
Task Force ◽  
Psychology Students ◽  
Learning Goals ◽  
Undergraduate Psychology ◽  
Psychology Major

Background: Limited research has examined how service-learning (SL) outcomes align with learning goals proposed for the undergraduate psychology major by the APA Board of Educational Affairs Task Force on Psychology Major Competences. Objective: To obtain student perspectives of SL, and to evaluate learning and inform curriculum development of SL specific to psychology learning goals. Method: Undergraduate psychology students ( N = 400) participated in a concurrent mixed-methods survey examining empathy, civic engagement, and professional identity between students who had and had not taken an upper-division SL course. Results: SL students reported increased engagement with APA learning goals of Ethical and Social Responsibility and Professional Development compared to students who did not take SL. SL students scored higher on civic engagement behaviors and professional identity. Students reported wanting more exposure to a range of psychology subdisciplines, various service opportunities, and multicultural diversity to support professional development. Conclusion: SL is a high-impact teaching practice that aligns with psychology learning goals. Teaching Implications: Findings informed the development of a generalist psychology SL course that introduced students to different domains of psychology. We discuss how to integrate learning activities to increase multicultural and other awareness, motivate social justice action, enhance career clarification, and increase professional self-efficacy.

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