scholarly journals Undergraduate Students’ Perceptions of and Engagement in Research Participation to Fulfill an Introductory Psychology Course Requirement

2019 ◽  
Vol 47 (1) ◽  
pp. 74-83
Author(s):  
Vanessa Beanland ◽  
Erin I. Walsh ◽  
Kristen Pammer
Keyword(s):  
Undergraduate Students ◽  
Research Participation ◽  
Psychology Students ◽  
First Year ◽  
Theory Approach ◽  
Educational Benefits ◽  
Wide Range ◽  
Psychology Course ◽  
Actual Learning ◽  
Grounded Theory Approach

It is a common, if controversial, practice to recruit undergraduate psychology students as research participants. There is substantial research concerning putative educational benefits for students, but as students increasingly have freedom to choose between studies to meet participation requirements, factors underlying student choice of participation activities have been understudied. This research was designed to gain insight into what influences students’ choice of research participation activities. Respondents were first-year psychology students at a research-intensive university. In Study 1, 43 students provided open-ended responses reflecting on their participation experience. A grounded theory approach was used to identify themes. In Study 2, 135 students completed a short questionnaire designed using the themes extracted in Study 1, with additional questions to probe self-reported and actual learning via questions about study contents and procedure. Across both studies, the dominant reasons for choosing a particular study were interest and convenience. However, 29% of respondents in Study 2 indicated that they had not learned anything during participation. This suggests that it is beneficial to offer a wide range of potential studies as students can tailor participation to match their interests, but improved debriefing strategies may be required to ensure students derive educational benefit and understand what they learned.

scholarly journals Longitudinal Study of EFL Students Using the Systemic Functional Linguistics Method

2017 ◽  
Vol 10 (11) ◽  
pp. 47 ◽  
Author(s):  
Akiko Nagao
Keyword(s):  
Undergraduate Students ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
Theory Approach ◽  
Essay Writing ◽  
Functional Linguistics ◽  
Genre Awareness ◽  
Efl Students ◽  
Study Participants

This study examined the progress of English as a foreign language (EFL) writers using the instructional framework of systemic functional linguistics (SFL) and the communities of practice (CoPs) model. The study participants comprised 11 first-year undergraduate students in Japan with intermediate-level English proficiency who were exposed to SFL in a single EFL classroom (CoP). The participants’ genre understanding and meaning-making decisions when writing discussion essays were studied over two semester-long courses. To do so, their developmental changes were analyzed using pre- and post-instructional writing tasks. In particular, their ability to convey interpersonal meaning, such as through the use of modal verbs, was examined and compared between the pre- and post-tasks. To triangulate the findings, participants’ genre awareness in relation to discussion essays was also examined using in-depth qualitative analysis of their self-reflective texts and peer assessments, based on a grounded theory approach. In the pre-writing task, it was apparent that the learners lacked understanding of the components of discussion essay writing. However, analysis of their post-instructional tasks revealed that most had begun to apply the language components required to convey interpersonal meaning in their discussion genre texts. These results suggest that the changes in learner’s genre awareness and knowledge affected the lexicogrammatical features they used when writing discussion essays. Thus, this study concludes that applying the SFL framework to writing instruction enhanced EFL learners’ awareness of textual meaning and their understanding of the function of discussion essay texts.

scholarly journals Online lecture recordings and lecture attendance: Investigating student preferences in a large first year psychology course

2016 ◽  
Vol 9 (1) ◽  
pp. 55 ◽  
Author(s):  
Alexandra Yeung ◽  
Sadhana Raju ◽  
Manjula D. Sharma
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Psychology Students ◽  
First Year ◽  
Intention To Use ◽  
Learning Resources ◽  
Student Preferences ◽  
Lecture Recordings ◽  
Online Lecture ◽  
Psychology Course

<p>While blended learning has been around for sometime, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1000 students in 500 seat lecture theatres.  This paper reports on such an investigation with a cohort of 1450 first year psychology students’ who indicated whether they frequently attended lectures or not. The division helped ascertain differences and similarities in preferences for utilising online recordings.  Overall, non-frequent attendees were more likely not to use lecture recordings (48.1%) to make up a missed lecture than frequent attendees (34.3%). Surprisingly, in the last week of semester, 29% of students reported not yet accessing lecture recordings. Students had the intention to use lecture recordings as they envisaged these to be helpful for learning and commented that they would be adversely affected if recordings were not available. In fact, students are passionate about lecture recordings. Analytics show that after lecture 7, each lecture recording attracted 600 or less unique visits (hits) supporting the finding that most students make strategic use of learning resources available within the blended learning environment.</p>

scholarly journals Loss management and agency: Undergraduate students’ online psychological processing of lower-than-expected assessment feedback

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Natilene Bowker
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Undergraduate Students ◽  
First Year ◽  
Online Learning Environments ◽  
Assessment Feedback ◽  
Online Distance ◽  
Feedback Data ◽  
Psychology Course ◽  
Psychological Processing

Identifying how students can manage the psychological complexity of receiving assessment feedback is important to gain maximum learning and for teachers to facilitate empowering online learning environments. This study discursively explores how a group of students, learning online, psychologically process assessment feedback. Data comprised 29 posts from a student-initiated asynchronous discussion in a first-year undergraduate online distance psychology course. Posts centre around different ways of managing loss over lower-than-expected assessment feedback involving three repertoires: distress, discord and review; facing the difficulties; and ways forward comprising three resources: acknowledgement and solutions, lessons learnt, and accommodating challenges. The psychological loss arising from the removal of a psychological attachment to a grade aspiration is theorised. Findings show how students’ discourse functioned to (legitimately) challenge the teacher’s power while also creating constructive solutions, including exercising agency over one’s online learning. Teaching strategies for managing the psychology of receiving assessment feedback online are shared.

scholarly journals STUDENTS PERCEPTION ON IMPLEMENTATION OF INTERPROFESSIONAL EDUCATION

2021 ◽  
Vol 10 (2) ◽  
pp. 196
Author(s):  
Multazam Fahreza Chandra ◽  
Laila Isrona ◽  
Emilzon Taslim ◽  
Ilmiawati Ilmiawati
Keyword(s):  
Undergraduate Students ◽  
Interprofessional Education ◽  
Sampling Method ◽  
Psychology Students ◽  
Interdisciplinary Education ◽  
First Year ◽  
Positive Perception ◽  
Cross Sectional ◽  
Second Year ◽  
Improve Health

Background: Collaboration between health professionals is needed to improve health services. The collaboration can be applied to the education system through the Interprofessional Education (IPE) concept. This study aimed to examine students’ perception on the IPE implementation.Methods: This was a descriptive study using cross-sectional method. The study sample were 300 undergraduate students in Medical Faculty Andalas University (MFAU). It consisted of 190 medical students, 72 psychology students, and 38 midwifery students. The sample was determined by proportionate stratified random sampling method. The research instrument used was Interdisciplinary Education Perception Scale (IEPS) questionnaire.Results:     The    252    students    (84%)     showed    positive    perception    on    IPE implementation. The highest percentage (90%) of the component of perception was actual cooperation and the component of understanding of others’ profession had the lowest percentage (51%). Midwifery students had the highest percentage of perception (92.1%), while the lowest percentage of perception was showed by psychology students (72.2%). The perception tended to increase in perception from first-year (85.7%) to second-year (89.9%) and declined in third-year students (76%).Conclusion: Students of MFAU having a good perception on the IPE implementation. However, there is a lack of understanding of others’ profession that needs to be addressed and improved.                   

scholarly journals Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives

2019 ◽  
Vol 18 ◽  
pp. 6-27 ◽  
Author(s):  
Nancy María Torres-Cepeda ◽  
Bertha Ramos-Holguín
Keyword(s):  
Student Teachers ◽  
Language Learners ◽  
Undergraduate Students ◽  
Public University ◽  
Language Teachers ◽  
Theory Approach ◽  
Teaching Experiences ◽  
Narrative Study ◽  
Grounded Theory Approach ◽  
Depth Interviews

This paper reports on the findings of a qualitative narrative study. Its aim was to analyze what student-teachers’ narratives unveiled about the construction of their identity as language learners, and the connections made with being future in-service teachers. This study, which was carried out with undergraduate students from a public university in Tunja, was the product of permanent interaction and dialogue with student-teachers in their initial teaching experiences. Narratives, in-depth interviews, and journals were used as data collection instruments. Data were analyzed using the grounded theory approach. The results suggest that student-teachers construct and re-construct their identities as language learners and future teachers across classroom interactions and their empowerment through teaching and reflection

What Are the Buildings Saying? A Study of First-Year Undergraduate Students' Attributions About College Campus Architecture

NASPA Journal ◽  
2001 ◽  
Vol 38 (2) ◽  
Author(s):  
Michael A. Bennett ◽  
Stephen L. Benton
Keyword(s):  
Undergraduate Students ◽  
Semantic Differential ◽  
College Campus ◽  
Male Students ◽  
First Year ◽  
Traditional Architecture ◽  
Campus Environment ◽  
Greco Roman ◽  
Psychology Course ◽  
Individual Success

The purpose of this study was to determine the attributions college students make toward pictures of college campus buildings. Participants were 301 first-year undergraduates (56.2% female, median age = 19.91 years) enrolled in an educational psychology course within a large midwestern university. Students responded to a semantic differential containing 17 bipolar adjectives, each anchored to a 7-point scale, that asked students to attribute characteristics about a college/university (e.g., "difficult-easy," "large-small," "success-failure") to one of 10 photographs. Students were randomly assigned to one of the 10 photograph conditions (i.e., two Collegiate Gothic, two Greco-Roman, one Romanesque, and five modern structures). Factor analysis revealed three primary factors underlie the semantic differential: Evaluation of Individual Success, Potency of the Campus Environment, and Stimulation of the Campus Environment. Students attributed greater likelihood of individual success to pictures depicting modern architecture than they did to those depicting traditional architecture. Regardless of the type of architecture, male students attributed greater likelihood of individual success than did female students.

Contributions to the History of Psychology: CII. Attitudinal Shifts in Responses to ‘Psychological Prescriptions’ among Undergraduate Students in a ‘Systems of Psychology’ Course

1995 ◽  
Vol 77 (3) ◽  
pp. 840-842
Author(s):  
William F. Vitulli
Keyword(s):  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Rating Scale ◽  
Psychology Students ◽  
History Of Psychology ◽  
History Of ◽  
Undergraduate Psychology ◽  
Psychology Course

18 contrasting pairs of psychological prescriptions formed the basis of a rating scale upon which 25 undergraduate psychology students (5 men and 20 women) enrolled in a course in “systems of psychology” indicated their “attitudinal preferences.” An analysis of variance, followed by pair-wise comparisons using t tests for correlated samples taken at the beginning and end of the quarter showed a trend toward endorsements of more “phenomenological” as compared to “operational” prescriptions.

scholarly journals Process-oriented guided-inquiry learning improves long-term retention of information

2013 ◽  
Vol 37 (3) ◽  
pp. 233-241 ◽  
Author(s):  
Thea Vanags ◽  
Kristen Pammer ◽  
Jay Brinker
Keyword(s):  
Psychology Students ◽  
First Year ◽  
Guided Inquiry ◽  
Self Assessment ◽  
Student Activities ◽  
Memory Decay ◽  
Long Term Retention ◽  
Process Oriented ◽  
Actual Learning

Many chemistry educators have adopted the process-oriented guided instructional learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are the most important in terms of actual learning. We compared 354 first-year undergraduate psychology students' learning in physiological psychology using four teaching methods: control, POGIL, POGIL without reporting [no report out (NRO)], and POGIL run by untrained graduate students [new facilitator (NF)]. Student activities were identical across POGIL variations and highly similar for control. Participants' knowledge was evaluated before (pretest), immediately after (posttest), and 2 wk later (followup). Control and POGIL groups showed no improvement at posttest, whereas NRO and NF groups both recalled more material than at pretest ( P = 0.002 and P < 0.0005, respectively). In a surprise test 2 wk later, control ( P < 0.0005), NRO ( P = 0.03), and NF ( P < 0.0005) groups recalled less than at posttest. The POGIL group showed the smallest drop in knowledge ( P = 0.05). Importantly, the control group's knowledge was below pretest levels ( P < 0.0005), whereas the POGIL, NRO, and NF groups' knowledge was not. Self-assessment of knowledge was consistent across groups at pretest, but POGIL participants had the lowest confidence at posttest and 2 wk later. At followup, the control, NRO, and NF groups showed greater confidence in their knowledge than the POGIL group ( P = 0.03, P = 0.002, and P = 0.004, respectively). POGIL and its variations appear to consolidate existing knowledge against memory decay even when student confidence does not match performance.

scholarly journals Critical thinking in college students: evaluation of their beliefs in popular psychological myths

2016 ◽  
Author(s):  
Gustavo Gonzalez-Cuevas ◽  
Marcos Alonso Rodriguez ◽  
Valeria Nogales Cuellar
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Psychology Students ◽  
Health Sciences ◽  
Gender Effect ◽  
The Other ◽  
First Year ◽  
Health Sciences Students ◽  
Degree Of Acceptance

The purpose of this study was to evaluate the degree of acceptance of psychological myths in undergraduate students in Health Sciences. Our results showed that first-year Psychology students believed more myths than did the other first-year Health Sciences students (Medicine, Dentistry, and Optics and Optometry). Third-year Psychology students drastically reduced their beliefs in myths in comparison with first-year Psychology students (Cohen’s d=1.7). Overall, we found a gender effect, being women less gullible than men in believing in myths. Age did not account for differences in myth acceptance. All in all, these results suggest that beginning Psychology students seem to accept more myths than other first-year Health Sciences students regarding psychological misconceptions. However, college exposure in Psychology students may favor critical thinking by diminishing myth beliefs.

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