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Fostering Diversity of Membership and Leadership in Psychology Teaching and Learning Organizations Psychology Learning & Teaching Pub Date : 2021-04-12 Kelley Haynes-Mendez, Susan A. Nolan
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
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Effects of Raising Student Teachers’ Metacognitive Awareness of Their Educational Psychological Misconceptions Psychology Learning & Teaching Pub Date : 2021-03-29 Stephanie Pieschl, Janene Budd, Eva Thomm, Jennifer Archer
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
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Effects of Temporary Mark Withholding on Academic Performance Psychology Learning & Teaching Pub Date : 2021-03-09 Carolina E. Kuepper-Tetzel, Paul L. Gardner
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
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PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback Psychology Learning & Teaching Pub Date : 2021-03-09 Guest Editors March 2021 Veit Kubik, Robert Gaschler, Hannah Hausman
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
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Determinants of Psychology Students’ Study Satisfaction Psychology Learning & Teaching Pub Date : 2021-02-25 Sarah Bebermeier, Kim L. Austerschmidt, Fridtjof W. Nussbeck
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
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Training College Students to Use Learning Strategies: A Framework and Pilot Course Psychology Learning & Teaching Pub Date : 2021-02-24 Mark A. McDaniel, Gilles O. Einstein, Emily Een
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
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Development and Application of a Scale for Assessing Pre-Service Teachers’ Beliefs about the Nature of Educational Psychology Psychology Learning & Teaching Pub Date : 2021-02-16 Stephanie Moser, Joerg Zumbach, Ines Deibl, Viola Geiger, Daniela Martinek
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
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The Power of Aha! On Stimulating and Guiding Students towards Self-Awareness and Critical Reflection while Teaching about Personality Psychology and Gender Stereotypes Psychology Learning & Teaching Pub Date : 2020-12-13 Camilla Hakelind, Anders Steinvall, Mats Deutschmann
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 of the study was a course in personality psychology for first year students, and the topic of interest was how the perception of personality is affected by gender stereotypes. The pedagogic design included
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Feedback in Reflective Journals Fosters Reflection Skills of Student Teachers Psychology Learning & Teaching Pub Date : 2020-11-25 Martin Pieper, Julian Roelle, Rudolf vom Hofe, Alexander Salle, Kirsten Berthold
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 skills in student teachers. To address these questions, we, a team of educators and psychologists, conducted a field experiment during the practical semester. Student teachers (N = 54; 40 female) wrote two reflective
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Fostering Preservice Teachers’ Psychological Literacy by Counseling Pupils on Their Self-Regulated Learning – Didactical Concept of a Theory–Practice Learning Setting and Insights Into Preservice Teachers’ Reflections Psychology Learning & Teaching Pub Date : 2020-11-25 Dorothea Horn, Daniel Grötzbach, Barbara Drechsel
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. The learning setting is part of the preservice teachers’ psychology curriculum embedded in their educational foundation studies and aims at fostering preservice teachers’ psychological literacy; specifically
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Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences? Psychology Learning & Teaching Pub Date : 2020-11-20 Frida Bertilsson, Tova Stenlund, Carola Wiklund-Hörnqvist, Bert Jonsson
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 called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study
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Promoting Prospective Teacher Competencies for Designing, Implementing, Evaluating, and Adapting Interactive Formative Feedback Strategies Psychology Learning & Teaching Pub Date : 2020-11-17 Susanne Narciss, Elsa Hammer, Gregor Damnik, Kerstin Kisielski, Hermann Körndle
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 formative assessment and feedback strategies in their classrooms. However, designing and implementing formative feedback strategies are complex tasks. Based on the Interactive Tutoring Feedback Model we developed
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Comparing Formative and Summative Cumulative Assessment: Two Field Experiments in an Applied University Engineering Course Psychology Learning & Teaching Pub Date : 2020-11-16 Anton WJP den Boer, Peter PJL Verkoeijen, Anita EG Heijltjes
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 cumulative assessment on motivation and performance might differ between summative (i.e. assessment grades weigh in for the final exam grade) and formative (i.e. the assessments grades do not weigh in) variants. The
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Online Quizzes with Closed Questions in Formal Assessment: How Elaborate Feedback can Promote Learning Psychology Learning & Teaching Pub Date : 2020-11-11 Natalie Enders, Robert Gaschler, Veit Kubik
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 poor learning outcomes. These disadvantages can be overcome by embedding closed questions in effective instructional designs involving feedback. In the present field study, a final sample of N = 496 students
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Increased Anxiety is Associated with Better Learning from Negative Feedback Psychology Learning & Teaching Pub Date : 2020-11-04 Daniella L. Jones, Jonathan D. Nelson, Bertram Opitz
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 learners. Thus, the present study measured feedback processing in adults (N = 30) with and without anxiety symptoms using a probabilistic learning task. Event-related potential (ERP) measures were used to
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Answer First or Google First? Using the Internet in ways that Enhance, not Impair, One’s Subsequent Retention of Needed Information Psychology Learning & Teaching Pub Date : 2020-10-15 Saskia Giebl, Stefany Mena, Benjamin C. Storm, Elizabeth Ligon Bjork, Robert A. Bjork
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 from our reliance on such external memories. We examined whether pretesting—asking participants to solve a problem before consulting Google for needed information—can enhance participants’ subsequent recall
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Online Study-Aids to Stimulate Effective Learning in an Undergraduate Psychological Assessment Course Psychology Learning & Teaching Pub Date : 2020-10-15 Astrid M. G. Poorthuis, Anouk van Dijk
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 Psychological Assessment in Youth overcome these problems, we designed online study-aids to spread their learning over the semester (distributed practice) and provide them with self-test questions (practice testing)
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Do Minimal Interventions Increase Participation Rates in Voluntary Online Training at High School? Psychology Learning & Teaching Pub Date : 2020-10-15 Sophie van der Beek, Henrik Bellhäser, Silke Hertel
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 is conducive to this. Research has shown that students’ self-regulated learning can be successfully promoted through training. However, when such training is provided voluntarily, not all students participate
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Using Day and Night – Scheduling Retrieval Practice and Sleep Psychology Learning & Teaching Pub Date : 2020-10-14 Meike Kroneisen, Carolina E. Kuepper-Tetzel
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 more effectively than restudying the material. The current work aims at investigating the interaction between sleep and testing by asking if testing adds to, neutralizes, or decreases the effect of sleep on
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Using Flipped Classroom and Team-Based Learning Techniques to Stimulate Higher Levels of Understanding in Developmental Psychopathology Psychology Learning & Teaching Pub Date : 2020-10-13 Yolanda van Beek
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 issues. Therefore, a new teaching method was implemented to improve students’ understanding. Flipped classroom (FC) and team-based learning (TBL) techniques were implemented, using six challenging authentic assignments
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Improving Lifelong Learning by Fostering Students’ Learning Strategies at University Psychology Learning & Teaching Pub Date : 2020-09-02 Tino Endres, Jasmin Leber, Cornelius Böttger, Sane Rovers, Alexander Renkl
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 from a scientific point of view. To change students’ learning behavior when they start their university education, we developed a computer-based adaptive learning environment to train favorable learning strategies
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PLAT 19(3) 2020 Psychology Learning & Teaching Pub Date : 2020-08-04 Birgit Spinath
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
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Using Memoirs and Autobiographies To Enhance the Teaching of Abnormal Child Psychology Psychology Learning & Teaching Pub Date : 2020-06-23 Vicky Phares
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
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Scientific Memes: Using the Language of Social Media to Improve Scientific Literacy and Communication in Lifespan Development Psychology Learning & Teaching Pub Date : 2020-06-09 Diana K. Riser, Stephanie D. Clarke, Allison N. Stallworth
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
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PLAT 19(2) 2020 Psychology Learning & Teaching Pub Date : 2020-05-22 Birgit Spinath
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
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A Classroom Study on the Role of Prior Knowledge and Retrieval Tool in the Testing Effect Psychology Learning & Teaching Pub Date : 2020-05-19 Andrea P. Francis, Mareike B. Wieth, Kevin L. Zabel, Thomas H. Carr
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
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Teaching Ethics to Undergraduate Psychology Students: Review of the Evidence and Recommendations Psychology Learning & Teaching Pub Date : 2020-05-09 Ana Ruiz, Judith Warchal, Di You
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
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A Process-Oriented Guided-Inquiry Learning (POGIL)-Based Curriculum for the Experimental Psychology Laboratory Psychology Learning & Teaching Pub Date : 2020-03-03 Barbara Rumain, Allan Geliebter
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
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Is One Study as Good as Three? College Graduates Seem to Think So, Even if They Took Statistics Classes Psychology Learning & Teaching Pub Date : 2019-09-25 W Burt Thompson, Amanda Garry, John Taylor, Milen L. Radell
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
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Frequentist and Bayesian approaches to data analysis: Evaluation and estimation Psychology Learning & Teaching Pub Date : 2019-09-17 Jolynn Pek, Trisha Van Zandt
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
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Research Preregistration as a Teaching and Learning Tool in Undergraduate Psychology Courses Psychology Learning & Teaching Pub Date : 2019-09-16 Sarai Blincoe, Stephanie Buchert
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
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Why Choose Psychology? An Investigation of Norwegian High School Students Psychology Learning & Teaching Pub Date : 2019-09-10 Anja Møgelvang Jacobsen, Åge Diseth
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
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PLAT 18(3) 2019 Psychology Learning & Teaching Pub Date : 2019-09-09 Birgit Spinath
By the time this editorial is published, we will have had the conference of the European Society for Psychology Learning and Teaching (ESPLAT) in Utrecht, The Netherlands. This will be the first conference of the newly founded society, a successor of the EuroPLAT Network, which had its last conference in Salzburg, Austria, in 2017. Maybe you have been a long-time attendee of ESPLAT and EuroPLAT conferences
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Creating and Evaluating a General Psychology Custom Textbook: A Goal-Oriented Approach Psychology Learning & Teaching Pub Date : 2019-09-09 Teresa L Davis, Mary Ellen Fromuth
This paper describes a model for the articulation and assessment of goals in the development and use of a general psychology custom textbook. A description of custom textbooks is presented, and the specific textbook that our Psychology Department has developed is discussed. Two studies present data on student and faculty perceptions of the effectiveness of the textbook. Study 1 involved faculty members
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Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis Psychology Learning & Teaching Pub Date : 2019-09-09 Steven R Wininger, Jenni L Redifer, Antony D Norman, Mary K Ryle
The role of learning styles in the classroom remains a heavily debated topic within education. Notable problems with using learning styles to inform classroom instruction include a lack of empirical support and potential negative effects on student learning and motivation. This content analysis focused on the presence and quantity of learning styles discussion in 20 texts commonly used in educator
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Effects of Emotion on Teaching-Related Beliefs, Attitudes, and Intentions of Preservice Teachers Psychology Learning & Teaching Pub Date : 2019-09-05 Frank Egloff, Elmar Souvignier
Affecting preservice teachers' pedagogical intentions and future behavior is a challenging goal of teacher education. It may be accomplished by purposefully changing their beliefs. The aim of this study was to investigate whether lesson videos, compared to an argumentation-based video format, can evoke stronger and more positive emotional reactions and whether these reactions in turn result in higher
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Open Science Promotes Diverse, Just, and Sustainable Research and Educational Outcomes Psychology Learning & Teaching Pub Date : 2019-08-18 Jon E Grahe, Kelly Cuccolo, Dana C Leighton, Leslie D Cramblet Alvarez
Open science initiatives, which are often collaborative efforts focused on making research more transparent, have experienced increasing popularity in the past decade. Open science principles of openness and transparency provide opportunities to advance diversity, justice, and sustainability by promoting diverse, just, and sustainable outcomes among both undergraduate and senior researchers. We review
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How to Teach Open Science Principles in the Undergraduate Curriculum—The Hagen Cumulative Science Project Psychology Learning & Teaching Pub Date : 2019-08-13 Marc Jekel, Susann Fiedler, Ramona Allstadt Torras, Dorothee Mischkowski, Angela Rachael Dorrough, Andreas Glöckner
The Hagen Cumulative Science Project is a large-scale replication project based on students’ thesis work. In the project, we aim to (a) teach students to conduct the entire research process for conducting a replication according to open science standards and (b) contribute to cumulative science by increasing the number of direct replications. We describe the procedural steps of the project from choosing
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Classroom Evaluation of Online Quizzing and Concept Building Exercises Embedded in an Integrated Learning System Psychology Learning & Teaching Pub Date : 2019-07-14 Jeffrey S. Nevid, Alexander J. Gordon, Mark D. Terjesen, Ashley Hicks
The advent of the integrated learning system (ILS) offers instructors opportunities to provide students with feedback-enabled, interactive learning exercises as online supplements to assigned textbooks. Major college publishers are now bundling an ILS with many of their textbook offerings in undergraduate courses in psychology and other fields. We incorporated an ILS in two separate classes in introductory
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Teaching Good Research Practices: Protocol of a Research Master Course Psychology Learning & Teaching Pub Date : 2019-07-09 Alexandra Sarafoglou, Suzanne Hoogeveen, Dora Matzke, Eric-Jan Wagenmakers
The current crisis of confidence in psychological science has spurred on field-wide reforms to enhance transparency, reproducibility, and replicability. To solidify these reforms within the scientific community, student courses on open science practices are essential. Here we describe the content of our Research Master course “Good Research Practices” which we have designed and taught at the University
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Pictures of Research and Teaching in Psychology: A Comparison of Early-Career Academics' and Students' Perspectives Psychology Learning & Teaching Pub Date : 2019-07-05 Alessa Hillbrink, Regina Jucks
An academic career in psychology typically begins with a role reversal: young academics, who were only recently being taught, become doctoral researchers and teachers. Studies at two German universities provide insights into how students and early-career academics (ecas) in psychology view research and teaching and how their perspectives might differ due to changed roles. In Study 1, participants (n = 35
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Perceived Need for Reform in Field-Wide Methods and the Teaching of Replication, Interpretation, and Transparency Psychology Learning & Teaching Pub Date : 2019-07-03 Stephanie M. Anglin, John E. Edlund
Despite discussion and institution of new reforms in psychology research, little is known about how much reform psychologists believe is still needed across various research practices and whether instructors are teaching students about replication and reform in their courses. To investigate these questions, we distributed questionnaires assessing perceived need for reform in psychology research and
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College Students’ Value Judgments of Workplace Skills Psychology Learning & Teaching Pub Date : 2019-07-01 Darren R. Ritzer, Merry J. Sleigh
We surveyed college students (N = 105) asking them to rate the importance of workplace skills as if they were responding as themselves, as their parents, and as future employers. We also asked participants to generate a list of skills they considered most important to develop in college, and to evaluate workplace behaviors for the likelihood of any of these resulting in termination of employment for
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Grassroots Training for Reproducible Science: A Consortium-Based Approach to the Empirical Dissertation Psychology Learning & Teaching Pub Date : 2019-06-25 Katherine S. Button, Christopher D. Chambers, Natalia Lawrence, Marcus R. Munafò
There is a widely acknowledged need to improve the reliability and efficiency of scientific research to increase the credibility of the published scientific literature and accelerate discovery. Widespread improvement requires a cultural shift in both thinking and practice, and better education will be instrumental to achieve this. Here we argue that education in reproducible science should start at
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Refuting Mental Health Misconceptions: A Quasi-Experiment with Abnormal Psychology Courses Psychology Learning & Teaching Pub Date : 2019-06-17 Rick A. LaCaille, Lara J. LaCaille, Erika Damsgard, Amy K. Maslowski
Misconceptions about psychological phenomena are prevalent among students completing college-level psychology courses. Although these myths are often difficult to eliminate, efforts incorporating a refutational focus have demonstrated some initial promise in dispelling these beliefs. In the current quasi-experimental study, four sections of an online undergraduate Abnormal Psychology course (n = 113
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An In-Class Demonstration of Bayesian Inference Psychology Learning & Teaching Pub Date : 2019-06-03 Johnny van Doorn, Dora Matzke, Eric-Jan Wagenmakers
Sir Ronald Fisher’s venerable experiment “The Lady Tasting Tea” is revisited from a Bayesian perspective. We demonstrate how a similar tasting experiment, conducted in a classroom setting, can familiarize students with several key concepts of Bayesian inference, such as the prior distribution, the posterior distribution, the Bayes factor, and sequential analysis.
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Psychometric Properties and Factor Structure of the Attitudes Toward Research Scale in a Graduate Student Sample Psychology Learning & Teaching Pub Date : 2019-04-18 Alicia Howard, Paul G Michael
Graduate training in psychology emphasizes a student's ability to understand research design and methodology, as well as to generate research that contributes to the profession. The Attitudes Toward Research (ATR) scale was developed in 2005 to measure attitudes among student populations. Past research suggests the scale contains five factors: usefulness of research, research anxiety, positive feelings
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Benefits of Peer Review on Students’ Writing Psychology Learning & Teaching Pub Date : 2019-04-10 Matthew M. Yalch, Erika M. Vitale, J. Kevin Ford
Writing has long been recognized as both an outcome and method of successful pedagogy in psychology. Accordingly, there are a number of methods that successful instructors have employed to teach psychology students how to write. One such method is to facilitate students’ reviewing each other’s written work (i.e., to engage in peer review), although the research on this as an efficacious classroom intervention
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Do academic motivation and personality influence which students benefit the most from peer-assisted study sessions? Psychology Learning & Teaching Pub Date : 2019-04-03 Daniel J. Cummings, Nicola Sheeran
Previous research investigating the relationship between peer-assisted study sessions (also called supplemental instruction or peer-assisted learning) and academic performance has a number of concerns. These include the lack of inclusion of important variables such as academic motivation and personality. This study (N = 233) investigated how motivation, personality, and control variables (prior subject
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Using a Mindset Intervention to Reduce Anxiety in the Statistics Classroom Psychology Learning & Teaching Pub Date : 2019-04-01 Tamarah F. Smith, Grace Capuzzi
The primary goal of this article is to provide detailed instructions as to how to run a mindset intervention in a psychology statistics course. A secondary goal is to provide preliminary data on such an intervention’s relationship to students’ statistics anxiety and course grades. Large randomized studies have demonstrated that using a one-time mindset intervention can have positive benefits for students’
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Use of Diverse Case Studies in an Undergraduate Research Methods and Statistics Course Psychology Learning & Teaching Pub Date : 2019-02-12 Janie Busby Grant, Tim Grace
Psychology graduates are employed in a wide variety of workplace roles. The broad nature of these future workplace requirements can make it difficult for students to learn and apply classroom knowledge and challenging for educators to develop authentic and engaging materials. In research methods and statistics courses in particular it can be difficult to develop specific context exemplars. This article
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A Comparison of Intergenerational Service-Learning and Traditional Pedagogy among Undergraduate Psychology Students Psychology Learning & Teaching Pub Date : 2019-01-22 Renee' A. Zucchero, Jennifer E. Gibson
This study examined student outcomes of participating in a semester-long, intergenerational service-learning course compared to a traditional pedagogy course. At the beginning and end of the semester, students (N = 161) voluntarily completed a series of measures assessing six outcomes across four domains: personal, social, citizenship, and academic. Results from mixed analysis of variance and multivariate
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From Anxiety to Confidence: Exploring the Measurement of Statistics Confidence and its Relationship with Experience, Knowledge and Competence within Psychology Undergraduate Students Psychology Learning & Teaching Pub Date : 2019-01-01 Aspasia E Paltoglou, Wakefield L Morys-Carter, Emma L Davies
Psychology students often feel anxious about learning statistics, which can impact their performance. However, little research has explored statistics confidence, which may be an important way to reduce the negative connotations of associating statistics with anxiety. We aimed to explore whether modifying an existing measure of statistics anxiety (the STARS scale) and reframing the questions so students
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A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research Psychology Learning & Teaching Pub Date : 2018-11-27 Sally B. Seraphin, J. Alex Grizzell, Anastasia Kerr-German, Marjorie A. Perkins, Patrick R. Grzanka, Erin E. Hardin
The concept of “non-disposable assignments” (NDAs), including those referred to as “renewable assignments,” has grown in popularity in recent years in select education circles, particularly alongside an enthusiastic push toward open pedagogy. Unfortunately, little organized literature exists to effectively define, implement, and empirically evaluate what is ultimately an age-old though infrequently
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Students' Use and Perceptions of the Relevance and Quality of Open Textbooks Compared to Traditional Textbooks in Online and Traditional Classroom Environments Psychology Learning & Teaching Pub Date : 2018-11-18 Carrie Cuttler
The bulk of previous research on students' perceptions of open educational resources have lacked a control group of students rating traditional textbooks. Moreover, few studies have examined differences in the perceptions of online students and those taking classes in the classroom. A 2 × 2 cross-sectional design was used in which 925 students, assigned either a traditional textbook or an open textbook
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What Happens When Trained Graduate Student Instructors Switch to an Open Textbook? A Controlled Study of the Impact on Student Learning Outcomes Psychology Learning & Teaching Pub Date : 2018-11-14 Erin E. Hardin, Bret Eschman, Elliot S. Spengler, J. Alex Grizzell, Anahvia Taiyib Moody, Shannon Ross-Sheehy, Kevin M. Fry
Open educational resources (OER) are increasingly attractive options for reducing educational costs, yet controlled studies of their efficacy are lacking. The current study addressed many criticisms of past research by accounting for course and instructor characteristics in comparing objective student learning outcomes across multiple sections of General Psychology taught by trained graduate student
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An Open versus Traditional Psychology Textbook: Student Performance, Perceptions, and Use Psychology Learning & Teaching Pub Date : 2018-11-14 Judy Orton Grissett, Charles Huffman
In the current study we examined students' course performance, perceptions, and self-reported use of an open textbook compared to a traditional publisher's textbook in an introductory psychology course. Sixty students from two course sections used either an open textbook or a traditional textbook. To minimize the effect of confounding variables, each section was taught by the same instructor, at the
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Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs Psychology Learning & Teaching Pub Date : 2018-11-14 Stephan Dutke, Helen Bakker, Lenka Sokolová, Iva Stuchlikova, Sergio Salvatore, Ioulia Papageorgi
This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria
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Facilitating Student Success: The Role of Open Educational Resources in Introductory Psychology Courses Psychology Learning & Teaching Pub Date : 2018-11-14 Jennifer N Engler, Randi Shedlosky-Shoemaker
Open Educational Resources (OER) remove barriers to access instructional material. In light of their increased availability and use, a body of research has emerged to examine the impact of OER on college student success. While many of these studies have broadly examined efficacy across a variety of disciplines, the current study specifically examined the impact of the type of textbook (commercial vs
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PLAT 17(3) 2018 Psychology Learning & Teaching Pub Date : 2018-10-23 Jörg Zumbach, Birgit Spinath
In September 2018, there was a revival of the European Psychology Learning and Teaching (EUROPLAT) conference series that took place in Salzburg, Austria. With more than 50 paper and poster presentations from all over the world, the conference was a successful sequel to EUROPLAT but also a new beginning. As Birgit Spinath had announced in PLAT 17(2), one major aim of the conference was the founding
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