Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness: How to Teach Students What They Do Not Want to Know

1996 ◽  
Vol 23 (4) ◽  
pp. 215-219 ◽  
Author(s):  
Richard L. Miller ◽  
William J. Wozniak ◽  
Marci R. Rust ◽  
Beverly R. Miller ◽  
Jennifer Slezak
Keyword(s):  
Psychology Students ◽  
Instructional Effectiveness ◽  
Introductory Psychology ◽  
Instructional Materials ◽  
Psychological Phenomena ◽  
Pedagogical Techniques ◽  
Significant Difference ◽  
Erroneous Beliefs ◽  
Beginning Students

This study, was designed to determine the effectiveness of counterattitudinal advocacy in overcoming beginning students' erroneous beliefs about psychological phenomena. Introductory psychology students (N = 71) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of their beliefs. Writing a counterattitudinal essay was more effective in changing students' beliefs than either reading such an essay or learning about the topic through Standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lecture and text) made no significant difference in the elimination of erroneous beliefs.

Temporal Personality Variations among Participants from a University Subject Pool

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1247-1254
Author(s):  
Ronald R. Holden ◽  
John R. Reddon
Keyword(s):  
Psychology Students ◽  
Temporal Variations ◽  
Introductory Psychology ◽  
Personality Variables ◽  
Personality Differences ◽  
Personality Research ◽  
Subject Pool

This study examined personality differences in participants from a university subject pool as a function of the time of participation during the academic term and year. For 150 introductory psychology students with required participation in a subject pool, significant associations were found between time of participation and specific personality variables as measured by Jackson's Personality Research Form. Significant temporal associations with more general personality modal profiles were also obtained. Investigators using university subject pools are warned that these temporal variations in personality may represent possible confounds in research.

Perceptual and Linguistic Encoding in Recognition Memory and Paired-Associate Learning

1971 ◽  
Vol 28 (3) ◽  
pp. 803-806 ◽  
Author(s):  
Edgar A. Chenoweth ◽  
Gerry L. Wilcove
Keyword(s):  
Recognition Memory ◽  
Paired Associate ◽  
Memory Task ◽  
Psychology Students ◽  
Paired Associate Learning ◽  
Introductory Psychology ◽  
Associate Learning ◽  
Paired Associates

A perceptual paired-associates task was presented in which pictures of objects and consonant-vowel-consonant trigrams served as stimulus and response members of the P-A unit, respectively. Introductory psychology students had been classified previously into encoding groups on the basis of their performance on a memory task. The prediction that the linguistic encoders would learn the PA task more slowly than the perceptual encoders was supported by the results.

Mood State, Issue Involvement, and Argument Strength on Responses to Persuasive Appeals

2007 ◽  
Vol 101 (3) ◽  
pp. 739-753 ◽  
Author(s):  
Robert C. Sinclair ◽  
Tanya K. Lovsin ◽  
Sean E. Moore
Keyword(s):  
Mood State ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Cognitive Responses ◽  
High Involvement ◽  
Argument Strength ◽  
Induction Condition ◽  
Issue Involvement ◽  
Thought Listing ◽  
Sad Mood

This study investigated the effects of mood state, issue involvement, and argument strength on responses to persuasive appeals. Through an unrelated second study paradigm, 144 introductory psychology students were randomly assigned to High or Low Issue Involvement, Happy or Sad Mood Inductions, and Strong or Weak Argument conditions. Attitudes, measured on 9-point Likert-type scales, and cognitive responses, measured through a thought listing, were assessed. On attitudes, people in the Happy Induction condition were equally persuaded by Strong and Weak Arguments, whereas people in the Sad Induction condition were persuaded by Strong, but not Weak, Arguments. Involvement had no effect. On the thought-listing measures, people in the Happy Induction condition showed modest elaboration. A stronger pattern of effects, consistent with high elaboration, was noted on the thought listings of people in the Sad Induction condition and who were in the High Involvement group. Interestingly, people in the Sad Induction condition who were in the Low Involvement group showed mood-congruency on thoughts. The data suggest that the effects of mood state are not moderated by the effects of issue Involvement on this measure of attitudes but that there may be some moderation on measures of elaboration. Implications and directions for research are discussed.

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.

Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Drita Kruja ◽  
Huong Ha ◽  
Elvira Tabaku
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Eastern Europe ◽  
Student Satisfaction ◽  
Instructional Effectiveness ◽  
Private Higher Education ◽  
Public And Private ◽  
Content Type ◽  
Significant Difference ◽  
The Individual

Purpose There have been many research studies on students’ satisfaction of services in universities in developed countries. However, students’ expectation and satisfaction of public and private higher education institutions (HEIs) with regard to service quality in Eastern Europe have been under-researched. Therefore, this study aims to offer an empirical examination of student satisfaction of the service quality of public and private HEIs in Albania by evaluating the gap between students’ expectation and perception and the effect of student satisfaction on retention in HEIs. Design/methodology/approach The survey instrument used in this study was the student satisfaction inventory in the USA. Primary data were collected from a survey of students in two private and four public HEIs in Albania. A total of 554 valid responses were collected from the survey. Findings The findings suggested that there were performance gaps between public and private HEIs. Public universities performed well in terms of concern for the individual, campus support services, student-centeredness and instructional effectiveness. Private HEIs scored well in terms of concern for the individual, academic advising effectiveness, instructional effectiveness and safety and security (parking). There is a significant difference in students’ perception of the overall satisfaction of HEIs. Students’ overall satisfaction positively impacts their retention. Originality/value Overall, this study provides valuable insights to private and public HEIs’ administrators regarding to student satisfaction and retention. The findings will have far-reaching managerial implications for all groups of stakeholders in terms of the service delivery by universities in Albania and Eastern Europe.

Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

1996 ◽  
Vol 25 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Yong-Chil Yang ◽  
Wee-Kyo Chin
Keyword(s):  
Control Strategies ◽  
Motivational Factors ◽  
Instructional Materials ◽  
Program Control ◽  
Computer Based Instruction ◽  
Instructional Control ◽  
Significant Difference ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

SUBJECT POOL SIGN-UP PROCEDURES: A THREAT TO EXTERNAL VALIDITY

1989 ◽  
Vol 17 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Jeffrey M. Jackson ◽  
Mary E. Procidano ◽  
Carrie J. Cohen
Keyword(s):  
External Validity ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Individual Group ◽  
Personality Dimensions ◽  
Self Selection ◽  
Subject Pool ◽  
Personality Questionnaires ◽  
Biased Samples

The extent to which introductory psychology students' self-selection into experiments produced biased samples was assessed in two experiments. As part of the normal sign-up procedure, students chose between apparently different experiments with quite different descriptions and between individual and group sign-up slots. Upon arriving at the laboratory, all students filled out personality questionnaires. Results demonstrated that students sorted themselves into experiments as well as into individual group sign-up slots in relation to personality dimensions. The resulting samples in each experiment were thus non-representative of even the restricted introductory psychology subject population. Implications and recommendations for the use of such populations were discussed.

scholarly journals UNCOVERING LEARNERS’ EXPERIENCES TO NEW NORMAL EDUCATION: IMPLICATIONS OF ASYNCHRONOUS INSTRUCTION IN GE 5: SCIENCE, TECHNOLOGY, AND SOCIETY COURSE TEACHING

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Jeneva J. Diez ◽  
Emiernafe M. Ebro ◽  
Ronna Joy C. Dequito ◽  
Tomas Jr A. Diquito
Keyword(s):  
Assessment Tool ◽  
Learning Experiences ◽  
Course Evaluation ◽  
Assessment Tools ◽  
Instructional Materials ◽  
Technology And Society ◽  
New Normal ◽  
Asynchronous Instruction ◽  
Science Technology ◽  
Significant Difference

<p>The new normal education policy in response to the pandemic crisis pushed institutions to shift from traditional face-to-face to asynchronous instruction that posed challenges particularly to science courses in higher education. The purpose of this study was to understand the learning experiences of the students and the implications of asynchronous teaching instruction in the Science, Technology, and Society course. This study utilized a convergent parallel mixed method of research employing descriptive-comparative and descriptive phenomenological research designs. There were 100 respondents for the quantitative part and 12 participants for the qualitative part. Based on the quantitative findings, the overall implementation of asynchronous instruction in the course was "excellent." Specifically, the level of implementation was "very satisfactory" in terms of Content and Course Evaluation, while "excellent" in terms of Instructional Design, Student Assessment, and Technology. There was no significant difference in the level of implementation of the course asynchronous instruction when analyzed by specialization. Moreover, based on the qualitative analysis, the learning experiences of students in asynchronous instruction were both positive and negative that implied two-way learning experiences. The general recommendation gleaned from the students was science, technology, and society asynchronous delivery improvement that covered teacher improvement, SIM improvement, and assessment tool improvement. The general recommendations of this study were improving asynchronous instruction delivery through teachers training proposals, modification of self-instructional materials, increasing the awareness and effective use of the varied assessment tools in sustaining the needs and interest of students in studying the course, creating a safe learning environment for the students, and conducting future researches to reveal significant factors which affect the learning experiences of students and the other points that the current researchers have not yet explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

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