Improving Graduate Student Seminar Presentations through Training

1992 ◽  
Vol 19 (4) ◽  
pp. 236-238 ◽  
Author(s):  
Paul Taylor
Keyword(s):  
Graduate Student ◽  
Time Management ◽  
Critical Incident ◽  
Psychology Students ◽  
Behavior Modeling ◽  
Learning Design ◽  
Visual Aids ◽  
Training Workshop ◽  
School Year ◽  
Graduate Psychology Students

A training program to improve graduate psychology students' seminar presentations is described. The skills to be trained were derived from critical incident interviews with professors and included aspects of verbal and nonverbal behavior, time management, use of visual aids, providing information, and facilitating discussion. A behavior modeling learning design was used to teach the skills in a 1-day training workshop led by psychology professors. The training included an opportunity for students to practice the skills and receive video, peer, and instructor feedback. The training was evaluated favorably through professors' evaluations of student seminar presentations in classes and by students surveyed immediately after training and at the end of the school year.

CONCEPTUAL KNOWLEDGE OF CONFIDENCE INTERVALS IN PSYCHOLOGY UNDERGRADUATE AND GRADUATE STUDENTS

2019 ◽  
Vol 18 (1) ◽  
pp. 46-62
Author(s):  
NOELLE M. CROOKS ◽  
ANNA N. BARTEL ◽  
MARTHA W. ALIBALI
Keyword(s):  
Graduate Students ◽  
Confidence Intervals ◽  
Null Hypothesis ◽  
Conceptual Knowledge ◽  
Statistics Education ◽  
Psychology Students ◽  
Sample Mean ◽  
P Values ◽  
Research Journal ◽  
Graduate Psychology Students

In recent years, there have been calls for researchers to report and interpret confidence intervals (CIs) rather than relying solely on p-values. Such reforms, however, may be hindered by a general lack of understanding of CIs and how to interpret them. In this study, we assessed conceptual knowledge of CIs in undergraduate and graduate psychology students. CIs were difficult and prone to misconceptions for both groups. Connecting CIs to estimation and sample mean concepts was associated with greater conceptual knowledge of CIs. Connecting CIs to null hypothesis  significance testing, however, was not associated with conceptual knowledge of CIs. It may therefore be beneficial to focus on estimation and sample mean concepts in instruction about CIs. First published May 2019 at Statistics Education Research Journal Archives

scholarly journals Analyzing Needs for Training on Academic Procrastination Behavior pof College Students

2017 ◽  
Vol 4 (7) ◽  
pp. 111-119
Author(s):  
Iman Dwi Almunandar ◽  
Nellawaty A. Tewu ◽  
Anshari Al-Ghaniyy
Keyword(s):  
College Students ◽  
Time Management ◽  
Random Sampling ◽  
Sampling Method ◽  
Group Discussion ◽  
Social Factor ◽  
Psychology Students ◽  
Academic Procrastination ◽  
Personal Initiative ◽  
Proper Training

The emergence of academic procrastination behavior among students in Indonesia, especially the students of Faculty of Psychology at YARSI University, becomes a habit not to be underestimated, so interfere with the effectiveness of the learning process frequently. The lecturers at the Faculty of Psychology have often warned students to do and collect assignments in accordance with predetermined deadline. However, they still violate it. According to researchers, this problem needs to be solved with a proper training to minimize academic procrastination behavior of the students. In this study, researchers conducted a needs analysis to decide whether the students need a training or not. In the study, there are 30 respondents who were chosen with the random sampling method. Measurement of academic procrastination behavior is using the theory by McCloskey (2011), which has six dimensions: Psychological Belief about Abilities, Distractions, Social Factor of Procrastination, Time Management, Personal Initiative, and Laziness. Methods of analyzing needs are using Questioner, Interview, Observations, Focus Group Discussion (FGD), Intelligence Tests. The result of analyzing needs shows that psychology students' generation of 2015 at the Faculty of Psychology YARSI University need for training on Time Management. Keywords: Procrastination; College Students; Analyze Needs

scholarly journals 1171 Commonly Encountered Yet Not Confident: Graduate Psychology Students’ Experience and Confidence Managing Sleep Disturbances

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A447-A447
Author(s):  
H Meaklim ◽  
M Monfries ◽  
I C Rehm ◽  
M Junge ◽  
L J Meltzer ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Sleep Disorders ◽  
Clinical Training ◽  
Sleep Disturbances ◽  
Sleep Problems ◽  
Psychology Students ◽  
Empirically Supported ◽  
Graduate Psychology Students ◽  
Psychology Training Programs ◽  
Strongly Agree

Abstract Introduction Trainee psychologists receive minimal sleep education during graduate psychology training programs, despite the frequent co-occurrence of sleep disturbances in mental health conditions. This study aimed to explore graduate psychology students’ experience working with sleep disturbances and their perceived skills and confidence to assess and treat sleep problems in clinical practice. Methods Australian graduate psychology students (N = 163) completed a novel survey developed specifically for the study, inquiring about their experience, skills and confidence to manage sleep disturbances in clinical practice. Students perceived skills to manage sleep disturbances were recorded on a 7-point Likert scale, where 1 = ‘strongly disagree’ and 7 = ‘strongly agree’. Students’ confidence to treat specific sleep disorders was also recorded. Results Sixty-eight percent of students reported having already worked with a client who experienced a sleep disturbance as part of their training. However, students’ perceived skills to assess and treat sleep disturbances were low. Only 14.9% ‘agreed’ or ‘strongly agreed’ that they had the skills to assess and diagnose common sleep disorders (M = 3.22, SD = 1.75). Similarly, less than a quarter of students ‘agreed’ or ‘strongly agreed’ that they felt comfortable using common sleep-related assessments (23.7%; M = 3.56, SD = 1.96) or empirically-supported interventions for sleep disturbances (22.6%; M = 3.71, SD = 1.83). The majority of students reported they were ‘not confident at all’ to treat parasomnias (80.3%); hypersomnias (77.9%); OSA (71.3%); circadian rhythm disorders (50%) or insomnia (41%). Conclusion Graduate psychology students report low levels of confidence in assessing and managing sleep disturbances in clinical practice, despite over two-thirds of students already working with clients experiencing sleep difficulties. Clinical training in the management of sleep disturbances is required for graduate psychology students. Support N/A

Evidence of Reliability and Validity for Wise's Attitude toward Statistics Scale

1998 ◽  
Vol 82 (1) ◽  
pp. 27-31 ◽  
Author(s):  
Kenneth S. Shultz ◽  
Hideya Koshino
Keyword(s):  
Undergraduate Students ◽  
Normative Data ◽  
Reliability And Validity ◽  
Psychology Students ◽  
Validity Evidence ◽  
Graduate Psychology Students ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

Reliability and validity evidence as well as normative data are provided for Wise's 1985 Attitudes Toward Statistics scale for 36 undergraduate and 38 graduate psychology students. In general, the two subscales of Field and Course appear to be reliable and valid measures of these students' attitudes toward statistics. In addition, normative data suggest different norms should be used for graduate and undergraduate students. Replication is needed.

Project Management-Based Design for Online Learning

2013 ◽  
pp. 500-510
Author(s):  
Gulsun Kurubacak ◽  
T. Volkan Yuzer
Keyword(s):  
Online Learning ◽  
Project Management ◽  
Time Management ◽  
Human Resources Management ◽  
Learning Goals ◽  
Management Approach ◽  
Learning Design ◽  
Communication Management ◽  
Management Quality ◽  
Assignment Management

Designing an online learning milieu by utilizing project management-based design has different dimensions, such as the responsibility assignment management, implementation management, time management, cost management, procurement management, risk management, quality insurance management, human resources management, and communication management perspectives of online learning design and its models. The main purpose of this chapter is to elucidate the dimensions, components, and characteristics of Project Management-Based Online Learning Design (PMBOLD). This chapter, therefore, focuses on how to design and deliver online learning based on utilizing project management approach. Based on the main purpose of this study, the authors consider on how to plan, organize, secure, and manage resources to bring about the successful completion of online learning goals and objectives. They also discuss online learning design and its models from a progressive and transformative viewpoint of project management-based design. This is vital for distance education designers to examine online learning models how to bring a global and multicultural partnership of faculty, administrators, professionals, teachers, community activists, researchers, and parents as well as understand and challenge the injustices digital societies face.

Project Management-Based Design for Online Learning

2013 ◽  
pp. 1-10
Author(s):  
Gulsun Kurubacak ◽  
T. Volkan Yuzer
Keyword(s):  
Online Learning ◽  
Project Management ◽  
Time Management ◽  
Human Resources Management ◽  
Learning Goals ◽  
Management Approach ◽  
Learning Design ◽  
Communication Management ◽  
Management Quality ◽  
Assignment Management

Designing an online learning milieu by utilizing project management-based design has different dimensions, such as the responsibility assignment management, implementation management, time management, cost management, procurement management, risk management, quality insurance management, human resources management, and communication management perspectives of online learning design and its models. The main purpose of this chapter is to elucidate the dimensions, components, and characteristics of Project Management-Based Online Learning Design (PMBOLD). This chapter, therefore, focuses on how to design and deliver online learning based on utilizing project management approach. Based on the main purpose of this study, the authors consider on how to plan, organize, secure, and manage resources to bring about the successful completion of online learning goals and objectives. They also discuss online learning design and its models from a progressive and transformative viewpoint of project management-based design. This is vital for distance education designers to examine online learning models how to bring a global and multicultural partnership of faculty, administrators, professionals, teachers, community activists, researchers, and parents as well as understand and challenge the injustices digital societies face.

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