Pub Date : 2022-03-28DOI: 10.1177/00986283221081008
N. Alea, Michael J. Osfeld
The teaching and learning and autobiographical memory literatures both suggest that personal stories can serve a teaching and learning function. 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 cognitive processing style moderated the teaching and learning function of personal stories. Study 1 was correlational and conducted as an end-of-quarter course survey. Study 2 manipulated whether a pre-recorded lecture included or not an instructor’s personal stories. Students perceived that the instructor’s personal stories helped them to learn course material better via a more positive learning environment (Study 1). This teaching and learning function was not found in the experiment but cognitive style was a moderator (Study 2) Due to the mixed results, the boundaries for when instructor’s personal stories will and will not serve a teaching and learning function needs further exploration. Instructors should share personal stories with students because students like them and it enhances the classroom environment. However, the efficacy of stories for learning needs further exploration and may depend on the learner.
{"title":"The Teaching and Learning Function of Personal Stories: Correlational and Experimental Evidence","authors":"N. Alea, Michael J. Osfeld","doi":"10.1177/00986283221081008","DOIUrl":"https://doi.org/10.1177/00986283221081008","url":null,"abstract":"The teaching and learning and autobiographical memory literatures both suggest that personal stories can serve a teaching and learning function. 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 cognitive processing style moderated the teaching and learning function of personal stories. Study 1 was correlational and conducted as an end-of-quarter course survey. Study 2 manipulated whether a pre-recorded lecture included or not an instructor’s personal stories. Students perceived that the instructor’s personal stories helped them to learn course material better via a more positive learning environment (Study 1). This teaching and learning function was not found in the experiment but cognitive style was a moderator (Study 2) Due to the mixed results, the boundaries for when instructor’s personal stories will and will not serve a teaching and learning function needs further exploration. Instructors should share personal stories with students because students like them and it enhances the classroom environment. However, the efficacy of stories for learning needs further exploration and may depend on the learner.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42507806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-27DOI: 10.1177/00986283211055474
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 experimentally manipulating the presence of service-learning. Objective This study investigated how a service-learning project conducted at an HSI impacted changes in attitudes toward those experiencing homelessness. Method Sixty-three students taking Social Psychology either participated in a course with a service-learning project or one that did not. Attitudes related to those experiencing homelessness and the self were assessed over time. Results Students that participated in service-learning saw increased positive attitudes toward those experiencing homelessness over time compared to those that did not participate in service-learning. Conclusion Service-learning seems to have helped foster positive attitudes toward those experiencing homelessness for students at an HSI. Teaching Implications The current study hopes to encourage wider use and study of service-learning by highlighting positive impacts service-learning may have on students. Service-learning may have profound effects on students, and these effects need to be studied at a variety of institutions.
{"title":"The Impact of Service-Learning at an HSI on Attitudes Toward Individuals Experiencing Homelessness","authors":"Travis S. Crone","doi":"10.1177/00986283211055474","DOIUrl":"https://doi.org/10.1177/00986283211055474","url":null,"abstract":"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 experimentally manipulating the presence of service-learning. Objective This study investigated how a service-learning project conducted at an HSI impacted changes in attitudes toward those experiencing homelessness. Method Sixty-three students taking Social Psychology either participated in a course with a service-learning project or one that did not. Attitudes related to those experiencing homelessness and the self were assessed over time. Results Students that participated in service-learning saw increased positive attitudes toward those experiencing homelessness over time compared to those that did not participate in service-learning. Conclusion Service-learning seems to have helped foster positive attitudes toward those experiencing homelessness for students at an HSI. Teaching Implications The current study hopes to encourage wider use and study of service-learning by highlighting positive impacts service-learning may have on students. Service-learning may have profound effects on students, and these effects need to be studied at a variety of institutions.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"50 1","pages":"350 - 355"},"PeriodicalIF":0.9,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49395101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-27DOI: 10.1177/00986283211055143
Jeremy D. Jamieson, C. M. Reich, R. LaCaille, L. LaCaille
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. The purpose of this study was to examine whether psychology students’ mental illness stigma attitudes change over the course of a semester. This research examined changes in mental illness stigma across four undergraduate psychology courses: Introductory Psychology, Abnormal Psychology, Basic Helping Skills, and Internship. Students ( N = 400) completed two mental illness stigma measures at the beginning and end of the semester. Regardless of course, students showed slightly decreased anxiety-related stigma regarding individuals with mental illness and lower social distancing attitudes toward individuals with schizophrenia, as well as increased perceptions of the treatability of mental illness, over the course of the semester. The findings suggest limited stigma reduction through the psychology curriculum. Greater emphasis on systematic efforts for stigma reduction across the psychology curriculum is warranted and instructors may want to consider developing gender-related stigma reduction methods.
{"title":"A Naturalistic Analysis of Mental Illness Stigma in Undergraduate Psychology Courses","authors":"Jeremy D. Jamieson, C. M. Reich, R. LaCaille, L. LaCaille","doi":"10.1177/00986283211055143","DOIUrl":"https://doi.org/10.1177/00986283211055143","url":null,"abstract":"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. The purpose of this study was to examine whether psychology students’ mental illness stigma attitudes change over the course of a semester. This research examined changes in mental illness stigma across four undergraduate psychology courses: Introductory Psychology, Abnormal Psychology, Basic Helping Skills, and Internship. Students ( N = 400) completed two mental illness stigma measures at the beginning and end of the semester. Regardless of course, students showed slightly decreased anxiety-related stigma regarding individuals with mental illness and lower social distancing attitudes toward individuals with schizophrenia, as well as increased perceptions of the treatability of mental illness, over the course of the semester. The findings suggest limited stigma reduction through the psychology curriculum. Greater emphasis on systematic efforts for stigma reduction across the psychology curriculum is warranted and instructors may want to consider developing gender-related stigma reduction methods.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45165177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-27DOI: 10.1177/00986283221079681
Timothy W. Broom, Nora Dunbar, M. Demir
Professor-student rapport is associated with various important student success outcomes, highlighting the need for a good measure of this construct. The current study attempted to replicate the components of the Professor-Student Rapport Scale (PSRS) reported in Wilson and Ryan (2013). 760 undergraduate students completed the PSRS and several student outcome measures. The sample was split in half to conduct both an exploratory factor analysis and confirmatory factor analysis. The predictive validity of the factors that emerged was then assessed. The exploratory factor analysis (EFA) did not replicate the components previously reported. Instead, we describe the emergence of two distinct factors: “Professor Cares about Students” and “Professor Creates an Engaging and Constructive Atmosphere.” The factor structure exhibited adequate model fit in the confirmatory factor analysis (CFA) and significantly predicted five of the six student and course outcomes examined. We argue that the two factors reported herein better capture and elucidate professor-student rapport than the components previously identified. There appear to be two critical pieces to establishing professor-student rapport. Students must perceive their instructor cares about their individual success/well-being, and is competent at creating an overall atmosphere conducive to engagement/learning.
{"title":"Two Dimensions of Professor-Student Rapport Differentially Predict Student Success Outcomes: A Replication of Wilson and Ryan (2013)","authors":"Timothy W. Broom, Nora Dunbar, M. Demir","doi":"10.1177/00986283221079681","DOIUrl":"https://doi.org/10.1177/00986283221079681","url":null,"abstract":"Professor-student rapport is associated with various important student success outcomes, highlighting the need for a good measure of this construct. The current study attempted to replicate the components of the Professor-Student Rapport Scale (PSRS) reported in Wilson and Ryan (2013). 760 undergraduate students completed the PSRS and several student outcome measures. The sample was split in half to conduct both an exploratory factor analysis and confirmatory factor analysis. The predictive validity of the factors that emerged was then assessed. The exploratory factor analysis (EFA) did not replicate the components previously reported. Instead, we describe the emergence of two distinct factors: “Professor Cares about Students” and “Professor Creates an Engaging and Constructive Atmosphere.” The factor structure exhibited adequate model fit in the confirmatory factor analysis (CFA) and significantly predicted five of the six student and course outcomes examined. We argue that the two factors reported herein better capture and elucidate professor-student rapport than the components previously identified. There appear to be two critical pieces to establishing professor-student rapport. Students must perceive their instructor cares about their individual success/well-being, and is competent at creating an overall atmosphere conducive to engagement/learning.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46706544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.1177/00986283211070640
Maureen K. Flynn, C. Rocheleau
Limited research exists on the prevalence of undergraduate research participant pools (URPs) in psychology departments or guidelines surrounding their use. The 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. Psychology department chairs in the U.S. were recruited by email and via the Association of Heads of Departments of Psychology listserv. A total of 604 department chairs participated in the online study by completing a series of assessments related to URP use in their department. Most 4-year institutions (67.7%), but few 2-year institutions (6.3%) had a URP. Of the 4-year institutions with a URP, 83.7% had a research requirement for students enrolled in their introduction to psychology courses. Most departments (84.0%) did not assess the educational value of research participation. Most psychology departments have a URP, but few examined the educational value of research participation. Psychology departments should identify learning objectives for research participation, assess outcomes, and identify practices that optimize achieving those objectives. Research requirements should be consistent with ethical principles and empirical evidence of learning.
{"title":"Undergraduate Research Pools in Psychology Departments: Prevalence and Practices","authors":"Maureen K. Flynn, C. Rocheleau","doi":"10.1177/00986283211070640","DOIUrl":"https://doi.org/10.1177/00986283211070640","url":null,"abstract":"Limited research exists on the prevalence of undergraduate research participant pools (URPs) in psychology departments or guidelines surrounding their use. The 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. Psychology department chairs in the U.S. were recruited by email and via the Association of Heads of Departments of Psychology listserv. A total of 604 department chairs participated in the online study by completing a series of assessments related to URP use in their department. Most 4-year institutions (67.7%), but few 2-year institutions (6.3%) had a URP. Of the 4-year institutions with a URP, 83.7% had a research requirement for students enrolled in their introduction to psychology courses. Most departments (84.0%) did not assess the educational value of research participation. Most psychology departments have a URP, but few examined the educational value of research participation. Psychology departments should identify learning objectives for research participation, assess outcomes, and identify practices that optimize achieving those objectives. Research requirements should be consistent with ethical principles and empirical evidence of learning.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48406119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.1177/00986283211058659
H. Nolting, P. Geiss
{"title":"System First: An Integrative Approach to Introductory Psychology","authors":"H. Nolting, P. Geiss","doi":"10.1177/00986283211058659","DOIUrl":"https://doi.org/10.1177/00986283211058659","url":null,"abstract":"","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43872457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-25DOI: 10.1177/00986283211049400
A. H. Bozer
Background Previous 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). Objective The 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 sciences courses. Method The CREATE approach was modified for use as a one-time project and assessed in (a) two course levels (introductory-level and senior level) and (b) two course deliveries (face-to-face and online). Participants filled out a survey with six factor perceptions of primary literature and STEM careers before and after project administration. Results After project completion, there was a significant increase in perceptions of primary literature (five of the six factors), but not STEM career interest. Conclusion There were significant increases over time (pre- to post-survey) in five of the six factors of perceptions of primary literature, but there was no change in the “thinking like a scientist” factor or STEM career interest. Teaching Implications This one-time project can concurrently be administered with textbook-based curriculum in online or face-to-face psychological sciences courses to introduce students to primary literature.
{"title":"A Modified CREATE Approach for Introducing Primary Literature Into Psychological Sciences Courses","authors":"A. H. Bozer","doi":"10.1177/00986283211049400","DOIUrl":"https://doi.org/10.1177/00986283211049400","url":null,"abstract":"Background Previous 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). Objective The 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 sciences courses. Method The CREATE approach was modified for use as a one-time project and assessed in (a) two course levels (introductory-level and senior level) and (b) two course deliveries (face-to-face and online). Participants filled out a survey with six factor perceptions of primary literature and STEM careers before and after project administration. Results After project completion, there was a significant increase in perceptions of primary literature (five of the six factors), but not STEM career interest. Conclusion There were significant increases over time (pre- to post-survey) in five of the six factors of perceptions of primary literature, but there was no change in the “thinking like a scientist” factor or STEM career interest. Teaching Implications This one-time project can concurrently be administered with textbook-based curriculum in online or face-to-face psychological sciences courses to introduce students to primary literature.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"50 1","pages":"248 - 254"},"PeriodicalIF":0.9,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44748980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1177/00986283211072742
Bethany Fleck, A. Richmond
Learner-centered syllabi influence students’ perceptions of their instructors; however, studies have not investigated the gender identity of the instructor. We 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. Participants were randomly assigned to read either learner- or instructor-centered syllabi for a course taught by a male, female, or gender-neutral instructor. They reported their perceptions of the instructor (i.e., Teacher Behavior Checklist), how they perceived the syllabus (i.e., Syllabus Tone Survey), and their memory of syllabus information. Students who received a learner-centered syllabus perceived the instructor as possessing higher master teacher behaviors, positive tone and remembered more of the course syllabus. Students perceived gender-neutral instructors as more caring, supportive, professional, and communicative compared to male and female instructors. Perceptions of male instructors were the least negative, and female instructors were the least positive. The current study adds to the growing body of research demonstrating that a learner-centered syllabus can positively influence students' perceptions of the instructor. The initial evidence suggests that gender may also have an effect. Instructors should consider designing their syllabus using learner-centered principles and be cautious and aware of a potential gender bias.
{"title":"Does the Instructors Gender Identity and Syllabus Design Affect Students Perceptions of Their Instructor?","authors":"Bethany Fleck, A. Richmond","doi":"10.1177/00986283211072742","DOIUrl":"https://doi.org/10.1177/00986283211072742","url":null,"abstract":"Learner-centered syllabi influence students’ perceptions of their instructors; however, studies have not investigated the gender identity of the instructor. We 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. Participants were randomly assigned to read either learner- or instructor-centered syllabi for a course taught by a male, female, or gender-neutral instructor. They reported their perceptions of the instructor (i.e., Teacher Behavior Checklist), how they perceived the syllabus (i.e., Syllabus Tone Survey), and their memory of syllabus information. Students who received a learner-centered syllabus perceived the instructor as possessing higher master teacher behaviors, positive tone and remembered more of the course syllabus. Students perceived gender-neutral instructors as more caring, supportive, professional, and communicative compared to male and female instructors. Perceptions of male instructors were the least negative, and female instructors were the least positive. The current study adds to the growing body of research demonstrating that a learner-centered syllabus can positively influence students' perceptions of the instructor. The initial evidence suggests that gender may also have an effect. Instructors should consider designing their syllabus using learner-centered principles and be cautious and aware of a potential gender bias.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48905507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-21DOI: 10.1177/00986283211063582
A. Ibaraki
Because 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. COVID-19 has exacerbated existing mental health concerns and created additional problems related to low levels of motivation, increased loneliness, and heightened levels of stress. Fortunately, psychological science can explain the causes of these symptoms as well as offer evidence-based interventions. The literature related to motivation, loneliness, and stress is reviewed with an emphasis placed on common studies or theories that are covered in typical psychology curriculums. Evidence-based classroom interventions and assignments designed to promote student well-being are discussed. Grounding discussions of student’s emotional reactions within the psychological literature may help instructors without a mental health background better support student’s emotional needs, illustrate course concepts, and model the practice of clinical science while helping to promote student well-being.
{"title":"Promoting Student Well-Being Through Classroom Interventions","authors":"A. Ibaraki","doi":"10.1177/00986283211063582","DOIUrl":"https://doi.org/10.1177/00986283211063582","url":null,"abstract":"Because 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. COVID-19 has exacerbated existing mental health concerns and created additional problems related to low levels of motivation, increased loneliness, and heightened levels of stress. Fortunately, psychological science can explain the causes of these symptoms as well as offer evidence-based interventions. The literature related to motivation, loneliness, and stress is reviewed with an emphasis placed on common studies or theories that are covered in typical psychology curriculums. Evidence-based classroom interventions and assignments designed to promote student well-being are discussed. Grounding discussions of student’s emotional reactions within the psychological literature may help instructors without a mental health background better support student’s emotional needs, illustrate course concepts, and model the practice of clinical science while helping to promote student well-being.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42261328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-19DOI: 10.1177/00986283211072853
R. Landrum, Leslie D. Cramblet Alvarez, K. N. Jones, Laura S Burton
Graduate admissions in psychology continue to be a popular and competitive venture, with the demand for new graduate student opportunities exceeding the annual supply. Our 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 to evaluate applicants. We asked U.S. graduate admissions directors to answer six open-ended questions and then rate the frequency and fatality/harmfulness of 17 potential applicant errors. From the population of 467 graduate admissions directors, 56 provided complete responses (12.0% response rate). We examine the closed-ended quantitative results presenting descriptive data and combining the frequency and fatality scales into a scatterplot; outcomes from the open-ended qualitative results provide rich and nuanced advice about graduate admissions errors. Poorly written application materials are to be avoided (obviously), but the evidence-informed advice offered here is much more nuanced and complex. Mentors and faculty advisors can use information from this study to provide data-informed advice to students interested in improving their chances for admission to graduate programs in psychology, offering specific tips on the most harmful/fatal mistakes to avoid.
{"title":"Graduate Admissions in Psychology: Using Quantitative and Qualitative Measures to Understand the Frequency and Fatality of Applicant Errors","authors":"R. Landrum, Leslie D. Cramblet Alvarez, K. N. Jones, Laura S Burton","doi":"10.1177/00986283211072853","DOIUrl":"https://doi.org/10.1177/00986283211072853","url":null,"abstract":"Graduate admissions in psychology continue to be a popular and competitive venture, with the demand for new graduate student opportunities exceeding the annual supply. Our 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 to evaluate applicants. We asked U.S. graduate admissions directors to answer six open-ended questions and then rate the frequency and fatality/harmfulness of 17 potential applicant errors. From the population of 467 graduate admissions directors, 56 provided complete responses (12.0% response rate). We examine the closed-ended quantitative results presenting descriptive data and combining the frequency and fatality scales into a scatterplot; outcomes from the open-ended qualitative results provide rich and nuanced advice about graduate admissions errors. Poorly written application materials are to be avoided (obviously), but the evidence-informed advice offered here is much more nuanced and complex. Mentors and faculty advisors can use information from this study to provide data-informed advice to students interested in improving their chances for admission to graduate programs in psychology, offering specific tips on the most harmful/fatal mistakes to avoid.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48654811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：