Pub Date : 2021-03-29DOI: 10.1177/1475725721996223
S. 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 (n = 119) answered misconception questionnaires, made metacognitive judgments, and participated in awareness activities at the start (T1) and the end (T2) of the semester (within-subject factor: time). Half of the misconception items focused on educational psychology course content, while the other half focused on related topics that were not covered in the course (non-course content). Awareness activities (AA) consisted of providing feedback regarding all misconception items. During the lectures, we provided additional scientifically correct refutational explanations (RE) regarding course content. Thus, we compared the combined AA+RE treatment for course content with the AA treatment for non-course content (within-subject factor: treatment). Our findings confirm that student teachers harbor numerous high-confidence educational psychological misconceptions. Furthermore, awareness activities plus refutational explanations resulted in significant increases in metacognitive awareness and in performance. Additionally, initial metacognitive overconfidence was related to persistent misconceptions, indicating that overconfidence may hinder correction of course content misconceptions.
{"title":"Effects of Raising Student Teachers’ Metacognitive Awareness of Their Educational Psychological Misconceptions","authors":"S. Pieschl, Janene Budd, Eva Thomm, Jennifer Archer","doi":"10.1177/1475725721996223","DOIUrl":"https://doi.org/10.1177/1475725721996223","url":null,"abstract":"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 (n = 119) answered misconception questionnaires, made metacognitive judgments, and participated in awareness activities at the start (T1) and the end (T2) of the semester (within-subject factor: time). Half of the misconception items focused on educational psychology course content, while the other half focused on related topics that were not covered in the course (non-course content). Awareness activities (AA) consisted of providing feedback regarding all misconception items. During the lectures, we provided additional scientifically correct refutational explanations (RE) regarding course content. Thus, we compared the combined AA+RE treatment for course content with the AA treatment for non-course content (within-subject factor: treatment). Our findings confirm that student teachers harbor numerous high-confidence educational psychological misconceptions. Furthermore, awareness activities plus refutational explanations resulted in significant increases in metacognitive awareness and in performance. Additionally, initial metacognitive overconfidence was related to persistent misconceptions, indicating that overconfidence may hinder correction of course content misconceptions.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"214 - 235"},"PeriodicalIF":2.2,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475725721996223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43707541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-09DOI: 10.1177/1475725721999958
Carolina E. Kuepper-Tetzel, P. 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 mark withholding would have positive effects on (a) future academic performance (Experiments 1 and 2) and (b) feedback engagement (Experiment 2) in authentic psychology university settings. For Experiment 1, 116 Year 2 students were randomly assigned to either a Grade-before-feedback or Feedback-before-grade condition for their report in semester 1 and performance was measured on a similar assessment in semester 2. In Experiment 2, a Year 3 student cohort (t) was provided with feedback on their lab report before marks were released in semester 1 (mark withholding group, N = 97) and compared to the previous Year 3 cohort (t-1) where individual feedback and grades were released simultaneously (historical control group, N = 90). Using this multi-methodological approach, we reveal positive effects of temporary mark withholding on future academic performance and students’ feedback engagement in authentic higher education settings. Practical implications are discussed.
{"title":"Effects of Temporary Mark Withholding on Academic Performance","authors":"Carolina E. Kuepper-Tetzel, P. Gardner","doi":"10.1177/1475725721999958","DOIUrl":"https://doi.org/10.1177/1475725721999958","url":null,"abstract":"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 mark withholding would have positive effects on (a) future academic performance (Experiments 1 and 2) and (b) feedback engagement (Experiment 2) in authentic psychology university settings. For Experiment 1, 116 Year 2 students were randomly assigned to either a Grade-before-feedback or Feedback-before-grade condition for their report in semester 1 and performance was measured on a similar assessment in semester 2. In Experiment 2, a Year 3 student cohort (t) was provided with feedback on their lab report before marks were released in semester 1 (mark withholding group, N = 97) and compared to the previous Year 3 cohort (t-1) where individual feedback and grades were released simultaneously (historical control group, N = 90). Using this multi-methodological approach, we reveal positive effects of temporary mark withholding on future academic performance and students’ feedback engagement in authentic higher education settings. Practical implications are discussed.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"405 - 419"},"PeriodicalIF":2.2,"publicationDate":"2021-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475725721999958","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43548845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-07DOI: 10.1177/14757257221101942
J. Wagge, Michelle A Hurst, M. Brandt, L. Lazarević, N. Legate, Jon E. Grahe
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 and what student projects are in practice. To answer this, we asked psychology instructors (n = 111) who regularly teach courses involving research projects questions about these projects. Instructors endorsed many of the commonly assumed pitfalls of student projects, such as not using rigorous methodology. Notably, the characteristics of these typical student projects did not align with the qualities instructors reported as being important in research practice. We highlight opportunities to align these qualities by employing resources such as crowdsourced projects specifically developed for student researchers.
{"title":"Teaching Research in Principle and in Practice: What Do Psychology Instructors Think of Research Projects in Their Courses?","authors":"J. Wagge, Michelle A Hurst, M. Brandt, L. Lazarević, N. Legate, Jon E. Grahe","doi":"10.1177/14757257221101942","DOIUrl":"https://doi.org/10.1177/14757257221101942","url":null,"abstract":"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 and what student projects are in practice. To answer this, we asked psychology instructors (n = 111) who regularly teach courses involving research projects questions about these projects. Instructors endorsed many of the commonly assumed pitfalls of student projects, such as not using rigorous methodology. Notably, the characteristics of these typical student projects did not align with the qualities instructors reported as being important in research practice. We highlight opportunities to align these qualities by employing resources such as crowdsourced projects specifically developed for student researchers.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":" 6","pages":"4 - 19"},"PeriodicalIF":2.2,"publicationDate":"2021-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41254295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The UK and other traditional ‘host’ countries welcome an increasingly large number of international students into their higher education (HE) programmes, a trend which some predict will be sustained even after the pandemic. The largest number of international students are from mainland China and some programmes have a large majority of Chinese students. This has raised important questions around the internationalisation of the curriculum in these contexts. While many studies have addressed the needs and challenges of international students there is relatively less work on the potential contributions of these students with respect to the curriculum. This paper conducts a bibliographic analysis of the academic references (n=7,264) used by students to construct their final essays on the theme of education and international development at a ‘leading global university’ based in the UK. It examines (1) what knowledge resources (i.e. references) are used by international students in their essays and (2) what are the characteristics and patterns present in these choices. The study finds that, when allowed to construct their own essays, Chinese students choose to use ‘Chinese’ knowledge resources within English and Anglophone academic essays. This increases when their lecturers and tutors explain and accept the value of non-English academic resources. The study then discusses the implications for lecturers and other pedagogues.
{"title":"An Analysis of Chinese Students’ Use of ‘Chinese’ Essay References: Another Role for International Students in the Internationalisation of the Curriculum","authors":"M. Lim, Z. Huang","doi":"10.31235/OSF.IO/4ZXG8","DOIUrl":"https://doi.org/10.31235/OSF.IO/4ZXG8","url":null,"abstract":"The UK and other traditional ‘host’ countries welcome an increasingly large number of international students into their higher education (HE) programmes, a trend which some predict will be sustained even after the pandemic. The largest number of international students are from mainland China and some programmes have a large majority of Chinese students. This has raised important questions around the internationalisation of the curriculum in these contexts. While many studies have addressed the needs and challenges of international students there is relatively less work on the potential contributions of these students with respect to the curriculum. This paper conducts a bibliographic analysis of the academic references (n=7,264) used by students to construct their final essays on the theme of education and international development at a ‘leading global university’ based in the UK. It examines (1) what knowledge resources (i.e. references) are used by international students in their essays and (2) what are the characteristics and patterns present in these choices. The study finds that, when allowed to construct their own essays, Chinese students choose to use ‘Chinese’ knowledge resources within English and Anglophone academic essays. This increases when their lecturers and tutors explain and accept the value of non-English academic resources. The study then discusses the implications for lecturers and other pedagogues.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"11 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87078518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.3167/LATISS.2021.140102
B. Pickard
This article explores the portrayal of disability through the Disability Service web pages of Welsh universities in order to understand their potential impression on disabled applicants. The method of Qualitative Content Analysis enables consideration of multiple dimensions including use of language, terminology and photography, as well as discussion of academic, cultural, social and logistical aspects of student life. The development of a primarily concept-driven coding frame enables consideration of the absence of certain criteria as well as the frequency and prominence of others. The ensuing discussion considers, from a Critical Disability Studies perspective, the sector’s portrayal of the construct of disability. This article proposes a call to action to challenge deficit-based interpretations of disability and advocates an affirmative stance towards disability in higher education policy and practice.
{"title":"How is disability portrayed through Welsh universities’ Disability Service web pages?","authors":"B. Pickard","doi":"10.3167/LATISS.2021.140102","DOIUrl":"https://doi.org/10.3167/LATISS.2021.140102","url":null,"abstract":"This article explores the portrayal of disability through the Disability Service web pages of Welsh universities in order to understand their potential impression on disabled applicants. The method of Qualitative Content Analysis enables consideration of multiple dimensions including use of language, terminology and photography, as well as discussion of academic, cultural, social and logistical aspects of student life. The development of a primarily concept-driven coding frame enables consideration of the absence of certain criteria as well as the frequency and prominence of others. The ensuing discussion considers, from a Critical Disability Studies perspective, the sector’s portrayal of the construct of disability. This article proposes a call to action to challenge deficit-based interpretations of disability and advocates an affirmative stance towards disability in higher education policy and practice.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"23 1","pages":"1-34"},"PeriodicalIF":2.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83202401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/1475725720969118
K. Jakobsen, J. Kraybill, F. Jia, Jane S. Halonen, D. Dunn, Kimberly Coffman, G. Boysen, J. Diaz-Granados, Neal Mcgregor, B. Morgan
Abstracts of recent articles published in Teaching of Psychologys of recent articles published in Teaching of Psychology
《心理学教学》近期文章摘要
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Pub Date : 2021-03-01DOI: 10.1177/1475725720971990
Paul Youngbin Kim, Kelly-Marie Peel-Wainwright, Ellen Poliakoff, Emily Smeaton, E. Peñuela-O’Brien, Hannah Marsden, Jayesha Chudasama
Abstracts of recent articles published in Psychology Teaching Reviews of recent articles published in Psychology Teaching Review Volume 26 No. 2, 2020 Teaching Korean cultural constructs to American students: Examples from a South Korea study abroad course PAUL YOUNGBIN KIM Psychology Teaching Review, 26(2), 5–11 The blend of traditional and contemporary culture in South Korea offers study abroad students a valuable setting to learn about psychological constructs. Despite South Korea’s potential as a study abroad destination, the body of literature on teaching psychology abroad in the country remains undeveloped. An immersion experience can be a valuable way to teach study abroad students about culture-specific constructs. The present article highlights how I attempted to teach three culture-specific constructs (han, jeong, and chemyon) during a short-term, intensive study abroad experience in South Korea, utilising various excursions and activities. Examples of learning activities discussed in this article are The War and Women’s Human Rights Museum to learn about han, Baby Box to facilitate discussion of chemyon, and dining out experience to learn about jeong. As appropriate, I integrate student written assignments and results from a survey to illustrate how the learning of the culture-specific constructs took place.
{"title":"Abstracts of recent articles published in Psychology Teaching Review","authors":"Paul Youngbin Kim, Kelly-Marie Peel-Wainwright, Ellen Poliakoff, Emily Smeaton, E. Peñuela-O’Brien, Hannah Marsden, Jayesha Chudasama","doi":"10.1177/1475725720971990","DOIUrl":"https://doi.org/10.1177/1475725720971990","url":null,"abstract":"Abstracts of recent articles published in Psychology Teaching Reviews of recent articles published in Psychology Teaching Review Volume 26 No. 2, 2020 Teaching Korean cultural constructs to American students: Examples from a South Korea study abroad course PAUL YOUNGBIN KIM Psychology Teaching Review, 26(2), 5–11 The blend of traditional and contemporary culture in South Korea offers study abroad students a valuable setting to learn about psychological constructs. Despite South Korea’s potential as a study abroad destination, the body of literature on teaching psychology abroad in the country remains undeveloped. An immersion experience can be a valuable way to teach study abroad students about culture-specific constructs. The present article highlights how I attempted to teach three culture-specific constructs (han, jeong, and chemyon) during a short-term, intensive study abroad experience in South Korea, utilising various excursions and activities. Examples of learning activities discussed in this article are The War and Women’s Human Rights Museum to learn about han, Baby Box to facilitate discussion of chemyon, and dining out experience to learn about jeong. As appropriate, I integrate student written assignments and results from a survey to illustrate how the learning of the culture-specific constructs took place.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"161 - 165"},"PeriodicalIF":2.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475725720971990","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42533289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/1475725720976462
Veit Kubik, R. Gaschler, Hannah E. 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 framework for these papers. Consistent with trends in the broader literature, the research in this Special Issue goes beyond asking whether retrieval practice and feedback enhance learning, but rather, when, for whom, and under what conditions. The first set of articles examined the benefits of retrieval practice compared to restudy (i.e., the testing effect) and various moderators of the testing effect, including participants’ cognitive and personality characteristics (Bertilsson et al., 2021) as well as the timing of the practice test and sleep (Kroneisen & Kuepper-Tetzel, 2021). The second set of articles examined the efficacy of different types of feedback, including complex versus simple feedback (Enders et al., 2021; Pieper et al., 2021) and positively or negatively valenced feedback (Jones et al., 2021). Finally, the third set of articles to this Special Issue examined practical considerations of implementing both retrieval practice and feedback with educationally relevant materials and contexts. Some of the practical issues examined included when students should search the web to look for answers to practice problems (Giebl et al., 2021), whether review quizzes should be required and contribute to students’ final grades (den Boer et al., 2021), and how digital learning environments should be designed to teach students to use effective study strategies such as retrieval practice (Endres et al., 2021). In short, retrieval and feedback practices are effective and robust tools to enhance learning and teaching, and the papers in the current Special Issue provide insight into ways for students and teachers to implement these strategies.
学生和教师正在寻找有效的学习和教学策略，在各种内容和条件下提高学生的成绩。目前的特刊有七篇文章和一份报告，其中使用了各种方法来研究练习检索和为学习提供反馈的好处。这篇社论是对这些论文的介绍和概念框架。与更广泛的文献趋势一致，本期特刊的研究不仅仅是询问检索实践和反馈是否能增强学习，而是询问何时、为谁以及在什么条件下。第一组文章考察了与重新研究相比，检索练习的好处（即测试效果）和测试效果的各种调节因素，包括参与者的认知和个性特征（Bertilsson et al.，2021）以及练习测试和睡眠的时间安排（Kroneisen&Kuepper-Ttetzel，2021）。第二组文章考察了不同类型反馈的功效，包括复杂反馈与简单反馈（Enders等人，2021；Pieper等人，2021）以及正价或负价反馈（Jones等人，2021年）。最后，本期特刊的第三组文章探讨了利用教育相关材料和背景实施检索实践和反馈的实际考虑。所研究的一些实际问题包括学生何时应该在网上搜索练习问题的答案（Giebl et al.，2021），是否应该要求进行复习测验并对学生的最终成绩做出贡献（den Boer等人，2021），以及应该如何设计数字学习环境来教学生使用有效的学习策略，如检索实践（Endres等人，2021）。简言之，检索和反馈实践是加强学习和教学的有效而有力的工具，本期特刊中的论文为学生和教师实施这些策略的方法提供了见解。
{"title":"PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback","authors":"Veit Kubik, R. Gaschler, Hannah E. Hausman","doi":"10.1177/1475725720976462","DOIUrl":"https://doi.org/10.1177/1475725720976462","url":null,"abstract":"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 framework for these papers. Consistent with trends in the broader literature, the research in this Special Issue goes beyond asking whether retrieval practice and feedback enhance learning, but rather, when, for whom, and under what conditions. The first set of articles examined the benefits of retrieval practice compared to restudy (i.e., the testing effect) and various moderators of the testing effect, including participants’ cognitive and personality characteristics (Bertilsson et al., 2021) as well as the timing of the practice test and sleep (Kroneisen & Kuepper-Tetzel, 2021). The second set of articles examined the efficacy of different types of feedback, including complex versus simple feedback (Enders et al., 2021; Pieper et al., 2021) and positively or negatively valenced feedback (Jones et al., 2021). Finally, the third set of articles to this Special Issue examined practical considerations of implementing both retrieval practice and feedback with educationally relevant materials and contexts. Some of the practical issues examined included when students should search the web to look for answers to practice problems (Giebl et al., 2021), whether review quizzes should be required and contribute to students’ final grades (den Boer et al., 2021), and how digital learning environments should be designed to teach students to use effective study strategies such as retrieval practice (Endres et al., 2021). In short, retrieval and feedback practices are effective and robust tools to enhance learning and teaching, and the papers in the current Special Issue provide insight into ways for students and teachers to implement these strategies.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"1 - 20"},"PeriodicalIF":2.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475725720976462","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42312712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.3167/LATISS.2021.140104
J. Booth
This article will propose a more authentic learning environment for students of the social sciences, one that is not only learner-centred but community-centred. Drawing on the principles of social pedagogy, cultural-based learning, place-based learning and co-production, this article advocates engaging community groups as co-producers in the generation of knowledge, enhancing learning within – and beyond – the university. By not using the community simply as a source of research data or placement opportunities, the curriculum is more likely to produce reflexive graduates better equipped to engage with complex global problems, enhancing their global citizenship and that of the wider community.
{"title":"Becoming a global citizen?","authors":"J. Booth","doi":"10.3167/LATISS.2021.140104","DOIUrl":"https://doi.org/10.3167/LATISS.2021.140104","url":null,"abstract":"This article will propose a more authentic learning environment for students of the social sciences, one that is not only learner-centred but community-centred. Drawing on the principles of social pedagogy, cultural-based learning, place-based learning and co-production, this article advocates engaging community groups as co-producers in the generation of knowledge, enhancing learning within – and beyond – the university. By not using the community simply as a source of research data or placement opportunities, the curriculum is more likely to produce reflexive graduates better equipped to engage with complex global problems, enhancing their global citizenship and that of the wider community.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"77 1","pages":"60-88"},"PeriodicalIF":2.2,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73879527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.1177/1475725720965761
Daniella L. Jones, Jonathan D. Nelson, B. 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 assess how the bias for either positive or negative feedback learning is reflected by the feedback-related negativity component (FRN), an ERP extracted from the electroencephalogram. Anxious individuals, identified by means of the Penn State Worry Questionnaire, showed a diminished FRN and increased accuracy after negative compared to positive feedback. Non-anxious individuals exhibited the reversed pattern with better learning from positive feedback, highlighting their preference for positive feedback. Our ERP results imply that impairments with feedback-based learning in anxious individuals are due to alterations in the mesolimbic dopaminergic system. Our finding that anxious individuals seem to favor negative as opposed to positive feedback has important implications for teacher–student feedback communication.
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