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Analysis of Psychology of Religion Content in Introductory Psychology Textbooks Teaching of Psychology (IF 0.895) Pub Date : 2024-03-01 Laura Priscilla Wesely, Cindy Miller-Perrin
BackgroundPast research on the representation of religion/spirituality in introductory psychology textbooks is dated.ObjectiveAnalyze religion/spirituality content in the nine most frequently purchased introductory psychology textbooks published within the last 5 years.MethodThe current study identified 27 terms that related to religion/spirituality and performed qualitative analysis of term's mentions
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Availability and Perceived Importance of High-Impact Practices for Psychology Graduate Program Admission Teaching of Psychology (IF 0.895) Pub Date : 2024-03-01 Dana Kotter-Grühn, Daniel Grühn
Background: Participation in high-impact practices (HIPs) is related to student success and development. Less is known about whether HIPs can increase students’ chances of getting into graduate school in psychology. High-impact practice participation might be one strategy for students to stand out in the competitive graduate school admission process. Objective: We examined (a) the perceived availability
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Leveling Up Learning: Exploring Meaningful Gamification in Psychology Courses Teaching of Psychology (IF 0.895) Pub Date : 2024-02-06 Jessica A. Stansbury, David R. Earnest
Introduction: As instructors continue to search for innovative and interactive methods, incorporating games and game elements into higher education is increasingly more prominent. Statement of the Problem: While the role of play in cognitive, social, and emotional development is well-understood, there is need for deeper exploration into the practical application of meaningful gamification, especially
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Graduate Admissions in Psychology Before and After the Pandemic: GRExit Comes to Psychology Teaching of Psychology (IF 0.895) Pub Date : 2024-02-02 Shawn R. Charlton, Kenith V. Sobel, Jon M. Rowe
BackgroundAdmission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study.ObjectiveWe aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys
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Test Format, Learning Confidence, and Perceptions of Teaching Effectiveness Teaching of Psychology (IF 0.895) Pub Date : 2024-01-23 Guy A. Boysen, Peyton N. Osgood
BackgroundBoth multiple-choice and short-answer tests can be beneficial to learning in the classroom. However, fact-based multiple-choice questions, because they include the correct answer as a response option, could lead to inflated estimates of learning and higher evaluations of teaching effectiveness.ObjectiveThe objective of this study was to examine the effects of test format on perceptions of
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Busting Myths to Increase Critical Thinking in Psychology Majors Teaching of Psychology (IF 0.895) Pub Date : 2023-04-06 Jennifer S. Blessing
Background: Increasing students’ ability to think critically allows them to engage more fully with psychology material. Objective: The current study used a critical thinking assignment called Psych...
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Cueing Engagement: Applying the Trickle-Down Engagement Model to Instructors’ in-Class Behaviors Teaching of Psychology (IF 0.895) Pub Date : 2023-01-24 Donald A. Saucier, Tucker L. Jones, Stuart S. Miller, Ashley A. Schiffer, Haley D. Mills, Noah D. Renken
BackgroundThe Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning.ObjectiveOur goal was to pro...
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An Experiential Helping Skills Course for Undergraduates: The Helping Relationship Teaching of Psychology (IF 0.895) Pub Date : 2022-12-21 Aaron R. Estrada, Robin J. Lewis, Kendra N. Williams
Introduction: An innovative undergraduate helping skills course where students learn, practice, and apply a problem management model with a peer volunteer on a non-clinical issue across three super...
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Experimental Evaluation of Implicit Bias Education in the College Classroom Teaching of Psychology (IF 0.895) Pub Date : 2022-12-20 Carlee Beth Hawkins, Alexis Z. Camp, Matthew P. Schunke
Background: One common method of teaching students about diversity, equity, and inclusion is educating them about implicit bias—stereotypes and prejudices that are relatively automatic or unconscio...
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Student Preferences of Virtual and Live Learning Laboratory Experiences Teaching of Psychology (IF 0.895) Pub Date : 2022-12-19 Angela S. Kelling, Nicholas J. Kelling
Background: Given the increased emphasis on active learning in psychology, it is important to use data to enhance these experiences. In learning courses, both live animals and virtual training labo...
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Leaks in the Workforce Pipeline: Understanding Barriers to Pursuing Mental Health Careers among Undergraduate Psychology Students Teaching of Psychology (IF 0.895) Pub Date : 2022-12-18 Nicholas D. Mian, Joan H. Glutting
BackgroundMental health workforce capacity has faced significant challenges which have only been exacerbated by COVID-19. Undergraduate students provide a robust entry point of a workforce pipeline...
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Students in Team-Based Learning Classes Report Greater Perceived Social Support Teaching of Psychology (IF 0.895) Pub Date : 2022-11-28 Laura Madson, Michael C. Hout, Sarah C. Wheat, Marlena R. Fraune
Background: Perceived social support (PSS) is associated with positive outcomes for adolescents and young adults. Team-based learning (TBL) is an evidence-based teaching paradigm that may result in...
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Initial Evidence for Shifting Race Essentialism Beliefs in the Classroom Teaching of Psychology (IF 0.895) Pub Date : 2022-11-25 Danielle M. Young, Leigh S. Wilton, Kristina Howansky
Background: Teaching students about race and racism is critical to and relevant in psychology classrooms. Objective: We explored whether direct instruction dismantling ideas that race is genetic af...
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Social Justice Pedagogy: Diversity, Equity, and Inclusion in the Teaching of Psychology Teaching of Psychology (IF 0.895) Pub Date : 2022-11-14 Jasmine A. Mena
Social justice pedagogy in psychology requires keen attention to diversity, equity and inclusion in the content and process of teaching and learning. The contributions to this special issue address...
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In-Egg-Quality: Teaching Perpetuation of Wealth Inequity Across the Lifespan Through a Hands-On Activity Teaching of Psychology (IF 0.895) Pub Date : 2022-11-13 Amy Governale
IntroductionPoverty is a central concept in many fields of psychology, yet poorly designed activities regarding wealth inequality may backfire or cause students to become defensive.Statement of the...
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Relationships Among Study Guide Format, Academic Motivation, Self-Efficacy, and Student Grades Teaching of Psychology (IF 0.895) Pub Date : 2022-11-08 Christina Shane-Simpson, Emma Desens, Allisyn Kleutsch, Rita Obeid
Background: Limited research has compared relationships among student characteristics, study guide format, and academic performance. Objective: This study investigated relations among student chara...
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Myths of Popular Psychology Among University Students and Teachers: Does Training in Psychology Reduce Belief in Myths? Teaching of Psychology (IF 0.895) Pub Date : 2022-11-07 Elena Varea, Ileana Enesco, Silvia Guerrero, Paula Barrios
BackgroundThe study of myths in psychology has conceptual and educational relevance: How to adapt the teaching of psychology to confront myths with grounded knowledge? A first step is to know which...
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Diversity, Equity, Inclusion, and Internationalization: Past, Present, and Future of STP Teaching of Psychology (IF 0.895) Pub Date : 2022-11-07 Kelley D. Haynes-Mendez, Susan A. Nolan, Linh Nguyen Littleford, Linda M. Woolf
Introduction: As an organization with a 75-year history of supporting the teaching of psychology, the Society for the Teaching of Psychology (STP), which also operates as Division 2 of the American...
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Multimedia Characteristics, Student Relationships, and Teaching Behaviors Predict Perceptions of an Inclusive Classroom Across Course Delivery Format Teaching of Psychology (IF 0.895) Pub Date : 2022-11-07 Christina Shane-Simpson, Rita Obeid, Manna Prescher
Background: Student perceptions of inclusion have been predicted by rapport, and belongingness in face-to-face courses, although these relationships have not been studied across course delivery for...
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The Promise of Labor-Based Grading Contracts for the Teaching of Psychology and Neuroscience Teaching of Psychology (IF 0.895) Pub Date : 2022-11-07 Jasmine A. Mena, Jennie R. Stevenson
Introduction: Instructors assign grades to communicate to students how well they are learning the course content. However, students and instructors are often displeased with the process and outcome...
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Does “Psychological Literacy” Feature in Non-Psychology Degrees? A Cross-Discipline Study of Student Perceptions Teaching of Psychology (IF 0.895) Pub Date : 2022-11-04 Madeleine Pownall, Chloe Thompson, Pam Blundell-Birtill, Samantha J. Newell, Richard Harris
Background: Psychological literacy is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which ps...
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Speed-Interviewing for Classroom Group Formation: How a Clever Twist on the Classic “Speed-Dating” Tradition Enhances Small Group Coursework Teaching of Psychology (IF 0.895) Pub Date : 2022-11-04 Lisa W. Sublett, Amanda M. Johnston, Christine A. P. Walther, Christal Seahorn, Georgina L. Moreno, Latoya Brownlee
IntroductionStudents in higher education courses need to practice vital groupwork skills that are increasingly relevant in today's collaborative workplace, which often occurs through small group co...
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Improving Undergraduate Psychology Students’ Understanding of the Graduate School Application Process Teaching of Psychology (IF 0.895) Pub Date : 2022-11-04 Brent Lang, Melanie R. Lemanski, Rebecca L. Heron, Kara S. Williams
BackgroundMore students with a bachelor’s degree in psychology are seeking graduate studies, though many lack knowledge about the admission process.ObjectiveWe created a brief educational presentat...
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A 3-Pronged Approach for Teaching Psychology Students to Understand and Avoid Plagiarism Teaching of Psychology (IF 0.895) Pub Date : 2022-08-22 Traci A. Giuliano
BackgroundBecause plagiarism is such a common form of academic dishonesty, many instructors are seeking ways to effectively teach students to avoid plagiarism.ObjectiveThe current study tested the ...
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Making Psychology’s Hidden Figures Visible Using Open Educational Resources: A Replication and Extension Study Teaching of Psychology (IF 0.895) Pub Date : 2022-07-14 Alison E. Kelly, Jenna N. Laurin, Virginia Clinton-Lisell
BackgroundHistorically marginalized psychologists are underrepresented in history of psychology textbooks, which contributes to their poor recognition by psychology students. Open Educational Resou...
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Prompted Self-Explanations Improve Learning in Statistics but Not Retention Teaching of Psychology (IF 0.895) Pub Date : 2022-07-13 Robert S. Ryan, James A. Koppenhofer
BackgroundCollege students often do not retain what they learn in Statistics in order to apply it in Experimental Psychology. Self-explanation, that is, elaborating on what one is trying to learn b...
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Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data Teaching of Psychology (IF 0.895) Pub Date : 2022-07-12 Andrew H. Kemp, Jessica Mead, Zoe Fisher
BackgroundThe wellbeing of university students is deteriorating, highlighting a critical role for institutions to better support student wellbeing.ObjectiveThe goal of this work is to determine whe...
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What do Incoming University Students Believe About Open Science Practices in Psychology? Teaching of Psychology (IF 0.895) Pub Date : 2022-07-11 Jennifer L. Beaudry, Matt N. Williams, Michael C. Philipp, Emily J. Kothe
BackgroundUnderstanding students’ naive conceptions about the norms that guide scientific best practice is important so that teachers can adapt to students’ existing understandings.ObjectiveWe exam...
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Not Quite on the Same Page: Comparing Key Terms in Introductory Psychology Textbooks Teaching of Psychology (IF 0.895) Pub Date : 2022-07-04 Joseph J. Slade, Regan A. R. Gurung
BackgroundTextbooks shape the content and structure of most introductory psychology courses. It is important to compare the content of textbooks to assist educators in making the best textbook choi...
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Integrating Qualitative Inquiry and Critical Whiteness in Psychology Research Methods Courses Teaching of Psychology (IF 0.895) Pub Date : 2022-06-22 Lorien S. Jordan
IntroductionThis paper merges two neglected components within the psychological sciences broadly and research methods courses specifically: Critical whiteness and qualitative methodologies.Statemen...
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Exploring UTA Effectiveness: Leveraging Undergraduate Teaching Assistants for Student Learning and Help-Seeking Teaching of Psychology (IF 0.895) Pub Date : 2022-06-22 Persis Driver, Tracy L. Caldwell, Lance Grunert
BackgroundUndergraduate teaching assistants (UTAs) are associated with increased student performance and belongingness. Yet, when given a choice, not all students leverage UTA-facilitated opportuni...
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The Ethics of Psychology Professors’ Behaviors: Perceptions From Both Sides of the Podium Teaching of Psychology (IF 0.895) Pub Date : 2022-06-21 Kristi S. Multhaup, Dustin Smith, Adam Hunter, Maurya M. Boyd, Scott Tonidandel
BackgroundAcademic role (undergraduates, professors) and institutional context (liberal arts colleges, research universities) may affect how ethical psychology professors’ behaviors seem.ObjectiveT...
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Just as Long as It’s Not an Essay: The Unessay as a Tool for Engagement in a Cognitive Psychology Course Teaching of Psychology (IF 0.895) Pub Date : 2022-06-21 Sara G Goodman
IntroductionCognitive psychology courses are rich in content that can be useful to broad audiences. Much of the foundational research presented in course texts is conducted in highly constrained la...
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Testing the Effects of a Utility Value Intervention in an Online Research Methods Course: A Conceptual Replication of Hulleman et al. (2017, Study 2) Teaching of Psychology (IF 0.895) Pub Date : 2022-06-10 Paul C. Price, Kiana Crisosto, Anthony Carvalho, Constance J. Jones, Meaghan McCready, Amber Shaver, Andrea N. Wiemann
Background Utility-value (UV) classroom interventions typically involve students completing assignments that involve writing about the usefulness of the course material. They are widely recommended and have received some empirical support. Objective This study tested the effectiveness of a UV intervention in an online research methods course. It was a conceptual replication of a study by Hulleman et
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A Psychology Learning Community for Transfer Majors: Its Impact on Student Performance and Perceptions During the Covid-19 Pandemic Teaching of Psychology (IF 0.895) Pub Date : 2022-06-01 Kim Buch, Elaine O’Reilly
BackgroundTransfer students are a growing population of undergraduate psychology majors who are academically at-risk but often underserved by 4-year institutions.ObjectiveWe describe a transfer learning community (TLC) for entering psychology transfer students and report its impact on participants social and academic integration and success.MethodA mixed-method design was used to compare academic success
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Impact of Difficult Dialogues on Social Justice Attitudes during a Multicultural Psychology Course Teaching of Psychology (IF 0.895) Pub Date : 2022-06-01 Elizabeth Tish Hicks, María de la Caridad Alvarez, Melanie M. Domenech Rodríguez
BackgroundPrevious research shows that Multicultural Psychology courses can produce significant improvements in students’ cultural competence-related attitudes in in-person and online courses.ObjectiveWe evaluated the impact of adding a skills-focused group assignment (i.e., Difficult Dialogues) to an online asynchronous Multicultural Psychology course.MethodUndergraduate students filled out a battery
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A Personal Journey of Studying Positive Psychology: Reflections of Undergraduate Students in the United Arab Emirates Teaching of Psychology (IF 0.895) Pub Date : 2022-06-01 Anita Shrivastava, Humna Azhar, Lynda Hyland
BackgroundAn increasing number of undergraduate positive psychology courses offer students a holistic view of the broader discipline of psychology. Even short-term participation in positive psychology activities as part of a taught course may improve psychological well-being and lower stress. However, there is a dearth of qualitative evidence on how students experience this learning process.ObjectiveThis
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Earlier Start Time for an Undergraduate Introductory Psychology Course is Associated with Worse Academic and Sleep-Related Outcomes Teaching of Psychology (IF 0.895) Pub Date : 2022-06-05 Susan J. Wenze, Thalia K. Charles
Background Few studies have examined the effects of later class start times in college, even though developmentally driven sleep phase changes persist into the mid-20s. Objective We hypothesized that sleepiness would be higher in an 8 a.m. versus 10 a.m. section of Introductory Psychology, and grades, engagement, enjoyment, attendance, assignment completion, ease of waking and staying awake, and student
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Comparing Undergraduate Student Participation in Online Discussion Boards Hosted on Reddit and Canvas Teaching of Psychology (IF 0.895) Pub Date : 2022-05-30 Andrew S. Neff, Jenny Mischel, Evan Yang
BackgroundInstructors often try to promote student engagement with discussion boards in learning management systems (LMS) like Canvas. Although convenient, alternatives like the social media platform Reddit may be more effective.MethodA non-randomized controlled trial compared the use of Canvas and Reddit in two sections of two undergraduate psychology courses (N = 77). Engagement was measured as the
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“Exams by You”: Having Students Write and Complete Their Own Exams During the COVID-19 Pandemic Teaching of Psychology (IF 0.895) Pub Date : 2022-05-06 Donald A. Saucier, Ashley A. Schiffer, Tucker L. Jones
Background The COVID-19 pandemic made it difficult to proctor exams after the forced transition to remote teaching and learning. Objective We evaluated students’ experiences creating and answering their own exam items in an upper-level psychology course during the transition to remote teaching and learning during the COVID-19 pandemic. Method Students in an advanced social psychology course wrote and
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Using Party Games to Help Students Understand Models of Psycholinguistics Teaching of Psychology (IF 0.895) Pub Date : 2022-05-05 Lynn Santelmann
Introduction Psycholinguistics presents a challenge to teaching and learning because of the many abstract models in the field. Language-related games provide a vehicle for students to ground and demonstrate their understanding of these models. Statement of the problem Models in psycholinguistics are challenging to teach and learn because they represent mental phenomena that have no physical counterpart
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Getting Psyched About Memes in the Psychology Classroom Teaching of Psychology (IF 0.895) Pub Date : 2022-05-04 Lisa M. Kath, Gordon B. Schmidt, Sayeedul Islam, William P. Jimenez, Jessica L. Hartnett
Introduction Internet memes are a ubiquitous part of internet culture and a common communication tool among students. Because they are a good medium for expressing ideas and concepts in a concise and fun manner, memes are a potentially valuable tool for teaching and engaging students. Statement of the Problem Instructors may not know how to use memes in classroom assignments or activities to support
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The Association Between Targeted Instruction for Difficult Concepts and Performance on a Cumulative Final Exam in Introduction to Psychology Teaching of Psychology (IF 0.895) Pub Date : 2022-05-03 Manda J. Williamson, Jonah Garbin
Background Research suggests improved retention for difficult concepts when courses incorporate retrieval practice with immediate feedback. Objective This study assessed the utility of targeted feedback during learning on final exam performance for Introduction to Psychology’s difficult concepts. Method Students in Introduction to Psychology (N = 648) used either an interactive control e-textbook (n
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Representation, Belongingness, and Rumination in Underrepresented Psychology Students Teaching of Psychology (IF 0.895) Pub Date : 2022-04-27 Hannah R. Snidman, Lindsay Rice, Kade Sparger
Background Research examining STEM fields has identified barriers for traditionally marginalized groups pursuing these fields including a lack of representation and adequate role models. Objective Grounded with Minority Stress Theory (MST), the current study examines if a lack of inclusivity in typical course materials could create minority stress for two distinct marginalized student groups: racial
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Learning in the Time of COVID: Undergraduate Experiences of a Mid-Semester Transition to Virtual Learning due to the COVID-19 Pandemic Teaching of Psychology (IF 0.895) Pub Date : 2022-04-20 Morgan P. Reid, Sarah M. Ghose, Ashley R. MacPherson, Sahar M. Sabet, Claire M. Williams, Natalie D. Dautovich
Background The COVID-19 pandemic caused an unprecedented mid-semester transition to virtual learning. Instructors and students had to adapt to new ways of delivering and receiving course material. Objective The present investigation examined whether course format and sense of belongingness were associated with learning satisfaction during the COVID-19 pandemic, as well as racial/ethnic or gender identity
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Using Indirect Service-Learning to Promote Evidence-Based Digital Mental Health Tools on College Campuses Teaching of Psychology (IF 0.895) Pub Date : 2022-04-19 Sarah B. Stanger, Sarah J. Lucas
Background College students have increasing mental health needs; however, there has not been a related increase in services available. Mental health apps offer an avenue to support access to student mental healthcare. Objective This study incorporated an indirect service-learning project involving evaluating and recommending mental health apps to the college counseling center into an undergraduate
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Diversity Wanted! Utilizing Transdisciplinary Scholarship on Structural Inequality to Educate Psychology Graduate Students Teaching of Psychology (IF 0.895) Pub Date : 2022-04-12 Jennifer M. Gómez
Introduction The scholarship of teaching and learning (SoTL) should promote diversity, equity, inclusion, and social justice for the next generation of psychologists. Statement of the Problem I worry that the SoTL propagates an exclusionary field that becomes increasingly irrelevant in our diverse society given that graduate curricula largely exclude scholarship on structural inequality. Literature
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“I was Born to do This”: Faculty Experiences Teaching Graduate-Level Diversity Courses Teaching of Psychology (IF 0.895) Pub Date : 2022-04-11 Melissa L. Morgan, Patricia Marin
Background Little research has focused on teaching graduate-level diversity courses, particularly from the faculty standpoint. Such pedagogy calls for unique skills and contains many challenges. Objective The purpose of the study was to better understand what works and what is needed to support instructors of graduate-level diversity courses, as well as common challenges that these instructors face
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Emphasizing Transferable Skills in Undergraduate Cognitive Psychology is Associated With Higher Grades Teaching of Psychology (IF 0.895) Pub Date : 2022-04-11 Leonie M. Miller, Simone Favelle
Background Cognitive psychology is challenging for both teachers and learners due to the abstract and complex nature of mental processes and variation in student motivation. Objective To test the effectiveness of an approach that seeks to motivate students to engage and successfully complete a cognitive psychology course by highlighting transferrable skills. Method A cognitive psychology course was
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Cognitive Calisthenics: Pre-lecture Cognitive Exercise Boosts Learning Teaching of Psychology (IF 0.895) Pub Date : 2022-04-11 Holly A. White, Lauren Highfill, Lily C. Johnston, Aravinda Kalimi
Background Attentiveness during class is critical for learning. Teachers have strategies to promote active engagement and active learning, yet little control over students’ baseline level of alertness and focus upon arriving to class. Objective To evaluate the effect of pre-lecture cognitive exercise on attention and learning in lectures. Method In Experiment 1, college students (n = 28) in Introductory
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The Teaching and Learning Function of Personal Stories: Correlational and Experimental Evidence Teaching of Psychology (IF 0.895) Pub Date : 2022-03-28 Nicole Alea, Michael J. Osfeld
Background The teaching and learning and autobiographical memory literatures both suggest that personal stories can serve a teaching and learning function. Objective Study 1 explored students’ perceptions about whether an instructor’s personal stories to enhance learning were mediated by how much the stories were liked and created a positive learning environment. Study 2 explored whether the learner’s
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A Naturalistic Analysis of Mental Illness Stigma in Undergraduate Psychology Courses Teaching of Psychology (IF 0.895) Pub Date : 2022-03-27 Jeremy D. Jamieson, Catherine M. Reich, Rick A. LaCaille, Lara J. LaCaille
Background Psychology coursework may include opportunities to reduce mental illness stigma attitudes among college students. However, some strategies are known to backfire, and little is known about how these attitudes evolve during psychology coursework. Objective The purpose of this study was to examine whether psychology students’ mental illness stigma attitudes change over the course of a semester
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The Impact of Service-Learning at an HSI on Attitudes Toward Individuals Experiencing Homelessness Teaching of Psychology (IF 0.895) Pub Date : 2022-03-27 Travis S. Crone
Background Service-learning is a powerful tool to promote attitudinal change; however, most findings center the experience of white, middle-class, continuing-generation students and do not reflect the shifting demographics of higher education. Little is known about the impact of service-learning at Hispanic-Serving Institutions (HSIs) on attitudes toward others, and even less is known based on studies
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Two Dimensions of Professor-Student Rapport Differentially Predict Student Success Outcomes: A Replication of Wilson and Ryan (2013) Teaching of Psychology (IF 0.895) Pub Date : 2022-03-27 Timothy W. Broom, Nora Dunbar, Melikşah Demir
Background Professor-student rapport is associated with various important student success outcomes, highlighting the need for a good measure of this construct. Objective The current study attempted to replicate the components of the Professor-Student Rapport Scale (PSRS) reported in Wilson and Ryan (2013). Method 760 undergraduate students completed the PSRS and several student outcome measures. The
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System First: An Integrative Approach to Introductory Psychology Teaching of Psychology (IF 0.895) Pub Date : 2022-03-25 Hans-Peter Nolting,Paul Georg Geiss
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A Modified CREATE Approach for Introducing Primary Literature Into Psychological Sciences Courses Teaching of Psychology (IF 0.895) Pub Date : 2022-03-25 Amber L. Harris Bozer
BackgroundPrevious research has indicated positive changes in student perceptions of primary literature using the CREATE primary literature approach (a collection of guide tools for reading primary literature).ObjectiveThe objective of this research was to examine how a modification of the CREATE approach relates to student perceptions of primary literature and STEM career interest in psychological
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Undergraduate Research Pools in Psychology Departments: Prevalence and Practices Teaching of Psychology (IF 0.895) Pub Date : 2022-03-25 Maureen K. Flynn, Courtney Rocheleau
BackgroundLimited research exists on the prevalence of undergraduate research participant pools (URPs) in psychology departments or guidelines surrounding their use.ObjectiveThe aim of the current study was to replicate older studies on the prevalence of URPs in the United States and the procedures and guidelines related to those requirements.MethodPsychology department chairs in the U.S. were recruited
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Does the Instructors Gender Identity and Syllabus Design Affect Students Perceptions of Their Instructor? Teaching of Psychology (IF 0.895) Pub Date : 2022-03-22 Bethany Fleck, Aaron S. Richmond
BackgroundLearner-centered syllabi influence students’ perceptions of their instructors; however, studies have not investigated the gender identity of the instructor.ObjectiveWe sought to investigate whether the gender of the instructor and the syllabus design affected students' perceptions of the instructor, course, and memory of the syllabus.MethodParticipants were randomly assigned to read either
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Promoting Student Well-Being Through Classroom Interventions Teaching of Psychology (IF 0.895) Pub Date : 2022-03-21 Alicia Ibaraki
IntroductionBecause of their regular contact with students, faculty can find themselves in the position of needing to support student’s emotional needs, a task for which not everyone feels well trained.Statement of the ProblemCOVID-19 has exacerbated existing mental health concerns and created additional problems related to low levels of motivation, increased loneliness, and heightened levels of stress
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Graduate Admissions in Psychology: Using Quantitative and Qualitative Measures to Understand the Frequency and Fatality of Applicant Errors Teaching of Psychology (IF 0.895) Pub Date : 2022-03-19 R. Eric Landrum, Leslie D. Cramblet Alvarez, K. Nicole Jones, Laura Burton
BackgroundGraduate admissions in psychology continue to be a popular and competitive venture, with the demand for new graduate student opportunities exceeding the annual supply.ObjectiveOur present work was a partial replication and extension of Appleby and Appleby (2006). We added closed- and open-ended questions regarding social media to gauge how graduate admissions committees utilize social media