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

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.

Cultures of Diversity

2017 ◽  
Vol 44 (2) ◽  
pp. 100-107
Author(s):  
Andrew M. Guest ◽  
Zachary L. Simmons ◽  
Andrew Downs ◽  
Mark R. Pitzer
Keyword(s):  
Psychology Students ◽  
Introductory Psychology ◽  
Multicultural Awareness ◽  
Important Goal ◽  
Multicultural Sensitivity ◽  
Psychology Courses ◽  
Nature And Nurture ◽  
Undergraduate Psychology ◽  
Multiple Challenges ◽  
Topical Knowledge

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.

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

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.

The Presentation of Ethics in Undergraduate Psychology Syllabi

2018 ◽  
Vol 45 (4) ◽  
pp. 346-350 ◽  
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.

Equity in Distance Education

2013 ◽  
pp. 17-35 ◽  
Author(s):  
J. Willems
Keyword(s):  
Decision Making ◽  
Distance Education ◽  
Curriculum Design ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Research Practice ◽  
Policy Makers ◽  
Meta Level ◽  
Planning Decision ◽  
The Impact

Within the context of distance education, an understanding of the impact of social justice issues is crucial for informing research, practice, funding, and policy. Equity and the related concerns of access, social inclusion, and ethics impact all levels of distance education, from the macro (research and development, including the globalisation of distance education), through the meso (community and open learning, including choices in educational technology), and down to the micro (teaching and learning, including choices in curriculum design). As a consequence, a modification to the macro-meso-micro framework of distance education is called for: one that situates equity at a meta level. This meta level encompasses all aspects in the field of distance education, and acts as a guide for policy-makers, academics, and administrators on planning, decision-making, and practice within the discipline.

scholarly journals Exploring the Perceptions of Undergraduate Psychology students towards Online Engagement in English for Specific Purpose Classes

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Muhammad Hassan Abbasi ◽  
Mariam Aftab
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Psychology Students ◽  
Teaching Methodology ◽  
Online Classes ◽  
Face To Face ◽  
Online Engagement ◽  
Undergraduate Psychology ◽  
Two Stages ◽  
Level Of Motivation

In today’s global world, online teaching and learning have become an important part of the education system. In Pakistan, Covid-19 has revolutionized the teaching methodology from traditional face-to-face classes to online classes due to the closure of educational institutes. Despite various efforts made by HEC, universities, and teachers, yet students face problems in online classes. Therefore, the present study aims to explore the perceptions of undergraduate psychology students towards online engagement in ESP classes using self-determination theory (SDT). For this purpose, a qualitative study has been utilized and data has been collected in two stages using sociolinguistic profiles and interviews. The data was collected using a purposive sampling size from 35 psychology students enrolled in ESP online course. The data from the sociolinguistic profile has been analyzed using frequency analysis and interview data has been codified for thematic analysis. The findings suggest that both extrinsic and intrinsic motivation play an equal part in online learning. Besides this, the learners reported that learning can happen within online classes, depending on the teacher’s methodology and strategies in online classes. The results are effective for higher education institutes in determining the level of motivation and perceptions respondents have while taking  ESP courses online, which can be made interactive by developing outcome-based courses with the integration of technology to fit the needs of modern education in the post-Covid-19 world.

scholarly journals Conceptual replication study of fifteen JDM effects: Insights from the Polish sample

2021 ◽  
Author(s):  
Agata Sobkow ◽  
Jakub Traczyk ◽  
Angelika Olszewska ◽  
Marcin Surowski ◽  
Tomasz Zaleskiewicz
Keyword(s):  
Decision Making ◽  
Psychology Students ◽  
Judgment And Decision Making ◽  
Replication Study ◽  
Replication Rate ◽  
Undergraduate Psychology ◽  
Adult Volunteers

We conducted pre-registered replications of 15 effects in the field of judgment and decision making (JDM). We aimed to test the generalizability of different classical and modern JDM effects, including, among others: less-is-better, anchoring, and framing to different languages, cultures, or current situations (COVID-19 pandemic). Replicated studies were selected and conducted by undergraduate psychology students enrolled in a decision-making course. Two hundred and two adult volunteers completed an online battery of replicated studies. With a classical significance criterion (p < .05), seven effects were successfully replicated (47%), five partially replicated (33%), and three did not replicate (20%). Even though research materials differed from the originals in several ways, the replication rate in our project is slightly above earlier reported findings in similar replication projects.

Internal and External Locus of Control as Determinants of Decision Making in a Game of Skill

1978 ◽  
Vol 42 (3_suppl) ◽  
pp. 1311-1314 ◽  
Author(s):  
Gary R. Elkins ◽  
Samuel W. Cochran
Keyword(s):  
Decision Making ◽  
Locus Of Control ◽  
Psychology Students ◽  
External Locus ◽  
Competitive Game ◽  
Undergraduate Psychology ◽  
External Locus Of Control ◽  
Person Game

This study investigated decision making in internally and externally motivated persons as they interacted in a competitive game of skill. Subjects were 36 internally and 36 externally scoring graduate and undergraduate psychology students. All possible pairings of internal and external subjects were involved in a competitive two-person game. The game of skill required participants to bid against each other to purchase tokens which were auctioned. The results indicated that internal subjects made decisions reflecting a greater expenditure of resources and time than external subjects.

Imagery From Inside Out, and Outside In

2002 ◽  
Vol 8 (1) ◽  
pp. 137-138
Author(s):  
Jenni A. Ogden
Keyword(s):  
Cognitive Psychology ◽  
Computer Programming ◽  
Psychology Students ◽  
Research Projects ◽  
Graduate Level ◽  
Mental Images ◽  
Graduate Research ◽  
Undergraduate Psychology ◽  
Inside Out ◽  
Complex Computer

John Richardson's straightforward text on imagery is another book in the series Cognitive Psychology: A Modular Course and as such its purpose is to bring together research relevant to the topic of imagery in a format that can be easily understood by undergraduate psychology students. This book will certainly fulfill this purpose, although it may be even more useful for the student at undergraduate or graduate level who wishes to gain an overview or refresher course on imagery research in enough detail to act as a basis for further and more in-depth reading. It may also provide ideas for graduate research projects; imagery seems to lend itself to small projects that can be fairly easily carried out on normal participants with minimal equipment or complex computer programming. As we all have some ability to generate and manipulate mental images, the topic is intrinsically fascinating; we are all keen to know whether we can generate this image or rotate that one. Thus, whilst reading the book, I found myself answering many of the questions given as examples of various imagery questionnaires (am I a visualizer or a verbalizer?), and seeing how vividly I could imagine a daffodil hidden inside the torch held up by the Statue of Liberty. I imagine this adds to the effectiveness of the book; certainly it is effective as a means of holding the reader's attention.

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

2003 ◽  
Author(s):  
Heather Bauer ◽  
Cathi Bradley ◽  
Janet Thompson ◽  
Michael A. Clump
Keyword(s):  
Psychology Students ◽  
Psychology Courses
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