This experimental field study (pre-post-follow-up design) with 184 student teachers examined the effectiveness of an intervention to reduce misconceptions about psychology within an introductory psychology course. For this purpose, over the course’s one-semester duration, all students attended six lectures and, in addition, worked individually on six assignments in between. In both, the intervention

Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers’ engagement in evidence-informed reasoning about classroom problems. N = 157 pre-service teachers were asked about these motivationally relevant antecedents to engaging in evidence-informed reasoning about classroom-related challenges and analyzed case scenarios

Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students’ and examiners’ perceptions of a digital OSCE in psychology regarding quality and students’ feelings about the

Gender-fair language makes women and other genders, their interests, and their achievements more visible and is particularly relevant to grammatical gender languages such as German, in which most nouns and personal pronouns are assigned to a specific gender. The present study tested the often repeated critical claims that gender-fair language impairs the comprehensibility and aesthetic appeal of videos

The COVID-19 pandemic led to an abrupt change from in-person to online teaching in higher education, resulting in increased use of information and communication technology (ICT) and students’ stress and uncertainty. Integrating theories of human motivation, stress, and humane work design, we investigated whether different types of action regulation hindrances (ARH) pertaining to human (ICT competence

Psychology majors typically conduct at least one research project during their undergraduate studies, yet these projects rarely make a scientific contribution beyond the classroom. In this study, we explored one potential reason for this—that student projects may not be aligned with best practices in the field. In other words, we wondered if there was a mismatch between what instructors teach in principle

After online teaching prevailed during the last semesters, most students and instructors are keen on meeting face-to-face again. However, it will not be easy to get everybody back into class. Some students liked the new freedom that came along with online teaching. Others are happy to go back to some of their classes but would like to learn at home for others. Cannot the course material be provided

The goal of this work was to determine whether contextualized prompting can promote student engagement with resources designed to develop self-management skills. In a second-year social and developmental psychology unit, a special section of the learning management system (LMS) contained multiple self-management tools/resources which covered topics such as time-management, study strategies, and emotional

The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting

Fostering students’ epistemic beliefs is key for achieving a more nuanced approach to psychological knowledge. The Bendixen-Rule model on epistemic change posits epistemic doubt (questioning one's prior epistemic beliefs), epistemic volition (the will to change one's beliefs) and resolution strategies (strategies to overcome epistemic doubt by epistemic change) as three interrelated process components

In a clinical psychology training context, there is a need to examine students’ theoretical knowledge as well as their professional competence. One promising method to assess students’ professional competence is the Objective and Structured Clinical Examination (OSCE). In this report, we describe and discuss the implementation of OSCE on a clinical psychology programme at a university in Sweden, including

Statistics is not the subject most psychology students are feverishly looking forward to. Fears and doubts about its relevance are quite common. This is especially pronounced at our institution, a large distance-teaching university with highly heterogeneous students. We recognized three clusters of students that might need special support: (1) students with fear of statistics, (2) students whose school

The present study investigated whether student engagement with different online blended learning activities predicts academic performance as measured via a multiple-choice online exam for an undergraduate cognitive psychology course. Higher completion rates of weekly online quizzes predicted final exam performance. Findings are discussed in relation to using online learning resources to enhance student

The number of health psychology courses offered in higher education institutions has dramatically increased over the past 30 years. Health psychology courses provide students a unique opportunity to learn about important public health issues and health disparities affecting our society from a biopsychosocial perspective. Prior research indicates that students taking these courses, many of whom are

Current developments in the statistics community suggest that modern statistics education should be structured holistically, that is, by allowing students to work with real data and to answer concrete statistical questions, but also by educating them about alternative frameworks, such as Bayesian inference. In this article, we describe how we incorporated such a holistic structure in a Bayesian research

After a summer which nourished the hope that we will be back again in classrooms together with our students, yet another difficult winter term followed. Although there is great commitment on all sides for teaching in presence, online teaching often is the only feasible possibility at least for large lecture courses. The effects of the pandemic on teaching and learning is a central issue for psychology

The Implicit Association Test (IAT) has been widely discussed as a potential measure of “implicit bias.” Yet the IAT is controversial; research suggests that it is far from clear precisely what the instrument measures, and it does not appear to be a strong predictor of behavior. The presentation of this topic in Introductory Psychology texts is important as, for many students, it is their first introduction

COVID-19 pandemic has affected many areas of our lives including education. In the time of designing this study most schools, colleges, and universities across Europe were closed and psychology educators were expected to change their teaching methods rather quickly. This study investigates how they coped with this situation, which technology and methods they used to teach psychology distantly, and

This study investigated the effects of retrieval practice on the cognitive and metacognitive learning outcome in a psychology lecture at university. In a within-subjects design, N = 180 students completed an intermediate knowledge test in the 9th session and a final test in the 13th session of the semester. Both tests assessed students’ correctness of answering and confidence in their answers. In the

Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips. The current Special Issue highlights five articles and one report, which provide different approaches for teachers to promote effectively self-regulated learning in various educational contexts:

Psychologists with their expertise in statistics and regarding human perception and behavior can contribute valuable insights to the development of innovative and useful artificial intelligence (AI) systems. Therefore, we need to raise attention and curiosity for AI and foster the willingness to engage with it among psychology students. This requires identifying approaches to integrate a general understanding

As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education. In this paper, we draw upon the “Five Sense of Student Success” model to highlight five key evidence-based, psychology-informed considerations

In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A total of 311 participants (176 teachers and 135 student

The study focused on supporting the distinct processes of assessment and providing feedback within a peer feedback setting in teacher education and investigates the effects on student teachers’ self-efficacy and feedback quality in a quasi-experiment. Student teachers (n = 129) were asked to repeatedly provide peer feedback on learning strategies and were supported by a digital tool. The support was

Teachers play a key role in the development of self-regulated learning (SRL), especially in primary education. However, current results indicate that teachers are either inadequately or only moderately fulfilling this key function, as they spend little time in the instruction of SRL strategies. The objective of the current study was, therefore, to develop an intervention that guides teachers to provide

In September 2019, the inaugural conference of the newly founded European Society of Psychology Learning and Teaching (ESPLAT) took place in Utrecht, The Netherlands. Participants from all over the world were gathered in order to engage in scientific exchange about learning and teaching in Psychology. ESPLAT continues the work of the preceding EuroPlat conferences and provides a platform for all researchers

Many organizations dedicated to learning and teaching in the field of psychology struggle with diversifying and widening international representation. The drive for diversification of membership and leadership occurs as such groups increasingly prioritize diversity, equity, and inclusion initiatives. In this paper, we offer evidence-based guidance on the benefits of increasing diversity in organizational

Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in a regular educational psychology course in an Australian teacher education program. In a two-by-two within-subject experimental design, student teachers

Although feedback engagement is important for learning, students often do not engage with provided feedback to inform future assignments. One factor for low feedback uptake is the easy access to grades. Thus, systematically delaying the grade release in favor of providing feedback first—temporary mark withholding—may increase students’ engagement with feedback. We tested the hypothesis that temporary

Students and instructors are looking for effective study and instructional strategies that enhance student achievement across a range of content and conditions. The current Special Issue features seven articles and one report, which used varied methodologies to investigate the benefits of practising retrieval and providing feedback for learning. This editorial serves as an introduction and conceptual

Understanding characteristics that contribute to psychology students’ academic success is important to better support them during their studies. Referring to person–environment fit theory, we examined effects of study-relevant characteristics (self-efficacy beliefs, self-assessed level of information about the study program) on subjective criteria of success (persistence with the choice of study subject

The use of effective study strategies is important for academic achievement, yet research indicates that students often use relatively ineffective learning strategies. Though potent strategies to promote durable learning exist, there is a lack of theoretical and empirical work on how to train students to self-regulate use of these strategies successfully. We summarize a novel framework to do so: the

Epistemological beliefs are subjective views about the nature of knowledge and knowing. A large number of research approaches are dedicated to this field. Yet, there is no research investigating the beliefs that pre-service teachers have towards educational psychology, a highly relevant domain for their prospective profession. Based on this theoretical background, two studies have been conducted. In

This qualitative study introduces a pedagogic design which addresses the challenging task of teaching and learning self-awareness and critical reflection in the teaching of psychology. The context ...

The main goal of this study was to test whether feedback from a lecturer and tutor on an initial reflective journal entry fosters reflection quality in a subsequent journal entry and reflection ski...

This report illustrates the didactical concept and implementation of a theory–practice learning setting where preservice teachers counsel pupils from local schools on their self-regulated learning....

Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly ca...

Formative assessment and feedback strategies play a core role in effective learning and instruction. Thus, teachers should be able to effectively apply the theoretical and empirical insights on for...

Cumulative assessment refers to interspersed testing in which each assessment covers all previous content and the mean assessments’ grade weighs in for the final exam grade. The effect of cumulativ...

Online-quizzes are an economic and objective method for formative assessment in universities. However, closed questions have been criticized for promoting shallow learning and resulting often in po...

Anxiety is one of the most prevalent mental health problems; it is known to impede cognitive functioning. It is believed to alter preferences for feedback-based learning in anxious and non-anxious ...

Technological advances have given us tools—Google, in particular—that can both augment and free up our cognitive resources. Research has demonstrated, however, that some cognitive costs may arise f...

Many students use ineffective learning strategies. They tend to start too late and learn in a superficial way, without integrating different parts of the study materials. To help students in Psycho...

In preparation for graduating from high school, students face the challenge of having to learn the subject matter of several school years with little guidance. The ability to self-regulate learning...

Sleep right after studying new material is more conducive to memory than a period of wakefulness. Another way to counteract forgetting is to practice retrieval: taking a test strengthens memory mor...

In previous years students in the advanced bachelor course Developmental Psychopathology often failed examination questions where they had to apply theoretical knowledge to realistic clinical issue...

The foundation of how students usually learn is laid early in their academic lives. However, many or even most students do not primarily rely on those learning strategies that are most favorable fr...

During the last months, teaching has undergone a probably unprecedentedly rapid change. Many psychology instructors were forced to introduce new teaching methods that were either online or had little personal contact between students and teachers. Psychology Learning and Teaching offers a platform for sharing experiences with such new teaching and learning formats. Our submission format “Reports” is

Memoirs and autobiographies can be rich sources of real-world information for students in psychology classes. These resources have been used in adult-oriented abnormal psychology classes, but have yet to be explored for use in courses on abnormal child psychology. This manuscript reviews the use of memoirs and autobiographies in adult-oriented abnormal psychology classes and then explores the use of

Social media is riddled with memes (i.e., captioned images intended to convey cultural ideas or beliefs) that often promote maladaptive and unsupported beliefs about human development and parenting. This paper presents a scientific writing assignment designed to help spread accurate information on human development beyond the classroom through creation and sharing of original material on social media

Good news regarding our newly founded society: the European Society for Psychology Learning and Teaching (ESPLAT) now has over 100 members. If you are not yet a member, please consider joining us! On the website, you find all the information regarding the society, its aims and scope (https://esplatorg.weebly.com). One benefit for ESPLAT members will be reduced fees for the upcoming ESPLAT conference

This quasi-experimental study investigated the role of prior psychology knowledge and in-class retrieval activity in the testing effect. Undergraduate introductory psychology students (N = 53) from two classes at a small liberal arts college practiced retrieving information in class with multiple-choice quizzing and concept mapping. Prior psychology knowledge was measured using a 25-item multiple-choice

Teaching ethics to undergraduate psychology students has been the focus of professional organizations for several years. However, the evidence that psychology programs are teaching ethics and its effectiveness is scarce. In this review, we present recent evidence on teaching ethics based on three themes: delivery of ethics in the curriculum, instructional strategies, and faculty issues related to teaching

We implemented NSF-funded computerized Experimental Psychology Laboratories at Touro College and incorporated process-oriented guided-inquiry learning (POGIL). We designed POGIL modules for the labs and conducted workshops for faculty on the implementation of the guided-inquiry approach, including learning teams. Data were collected from students who took experimental psychology with and without using

When people interpret the outcome of a research study, do they consider other relevant information such as prior research? In the current study, 251 college graduates read a single brief fictitious news article. The article summarized the findings of a study that found positive results for a new drug. Three versions of the article varied the amount and type of previous research: (a) two prior studies

Statistical thinking is essential to understanding the nature of scientific results as a consumer. Statistical thinking also facilitates thinking like a scientist. Instead of emphasizing a “correct” procedure for data analysis and its outcome, statistical thinking focuses on the process of data analysis. This article reviews frequentist and Bayesian approaches such that teachers can promote less well-known

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

Psychology as an A-level subject in senior high school (12th to 13th grade) has increased in popularity in recent years. The purpose of this study was to investigate why students choose psychology as a subject, and their satisfaction with this choice. A total of 624 Norwegian students responded to a survey. A factor analysis supported a three-factor solution in relation to reasons for choosing to study