Misconceptions Tests or Misconceived Tests?

1987 ◽  
Vol 14 (4) ◽  
pp. 210-214 ◽  
Author(s):  
Richard A. Griggs ◽  
Sarah E. Ransdell
Keyword(s):  
College Students ◽  
High School ◽  
College Experience ◽  
Introductory Psychology ◽  
Introductory Psychology Class ◽  
Specific Test ◽  
Test Items ◽  
Psychology Class ◽  
Psychology Course ◽  
Large Improvement

It was found that taking a psychology course in high school did not improve the performance of college students in an introductory psychology class on a modified version of Vaughan's (1977) misconceptions test. However, college experience did lead to a significant, but not large, improvement. A comparison of our results with those from previous studies, along with an analysis of specific test items, indicated that perhaps the test itself is misconceived.

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.

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.

Computer-assisted instruction as a supplement to lectures in an introductory psychology class

1996 ◽  
Vol 23 (3) ◽  
pp. 175-181 ◽  
Author(s):  
Everett L. Worthington, Jr. ◽  
Josephine A. Welsh ◽  
C. Ray Archer ◽  
Erica J. Mindes ◽  
Donelson R. Forsyth
Keyword(s):  
Introductory Psychology ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Introductory Psychology Class ◽  
Psychology Class ◽  
Assisted Instruction

First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course

2020 ◽  
pp. 009862832096478
Author(s):  
Jacqueline Goldman ◽  
Benjamin C. Heddy ◽  
Jenel Cavazos
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Value Theory ◽  
Introductory Psychology ◽  
Drop Out ◽  
Academic Challenges ◽  
Psychology Courses ◽  
Psychology Course

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.

Body-Cathexis and Self-Cathexis in an Interactional, Awareness Training Class

1979 ◽  
Vol 48 (1) ◽  
pp. 221-222 ◽  
Author(s):  
Pauline Rose Clance ◽  
Thomas V. Matthews ◽  
Joan Joesting
Keyword(s):  
Introductory Psychology ◽  
The Body ◽  
Control Group ◽  
Introductory Psychology Class ◽  
Awareness Training ◽  
Psychology Class ◽  
Training Class ◽  
Body Acceptance ◽  
Main Effect ◽  
Body Cathexis

This study examined the effects of a psychology of adjustment class on body-acceptance and self-acceptance. An introductory psychology class served as a control group. Subjects were pre- and posttested with the Body-cathexis and Self-cathexis scales. Two by two analyses of covariance indicated that the adjustment group showed a larger gain on both scales than the control. Sex interacted with group significantly on the Body-cathexis scale only. Means indicated that the main effect of groups on the Body-cathexis scale may be attributed to the larger gains by females in the adjustment class.

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