Teaching of Psychology最新文献_第10页

Getting Psyched About Memes in the Psychology Classroom 在心理学课堂上对表情包感到兴奋

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-05-04 DOI: 10.1177/00986283221085908

Lisa M. Kath, G. Schmidt, Sayeedul Islam, William P. Jimenez, Jessica L. Hartnett

Internet memes are a ubiquitous part of internet culture and a common communication tool among students. Because they are a good medium for expressing ideas and concepts in a concise and fun manner, memes are a potentially valuable tool for teaching and engaging students. Instructors may not know how to use memes in classroom assignments or activities to support learning objectives. Students finding or creating their own class-related content is an empirically supported way to enhance learning. Instructors can enhance learning by using multimedia approaches (pictures/videos in addition to words), which is a good fit for the use of memes. We include examples of ways that memes have already been used in psychology classrooms. Incorporating meme assignments or activities in the classroom could be beneficial. We describe how students can explain or generate memes that illustrate concepts related to course material. Instructions and supporting information and resources, as well as calls for research into the effectiveness of the use of memes in the classroom, are included.

网络表情包是网络文化中无处不在的一部分，也是学生之间常见的交流工具。因为它们是一种以简洁和有趣的方式表达想法和概念的好媒介，所以模因是教学和吸引学生的潜在有价值的工具。教师可能不知道如何在课堂作业或活动中使用模因来支持学习目标。学生发现或创建自己的课堂相关内容是一种经验支持的增强学习的方法。教师可以通过使用多媒体方法(除了文字之外还有图片/视频)来加强学习，这很适合使用模因。我们列举了一些已经在心理学课堂上使用模因的例子。在课堂上加入模因作业或活动可能是有益的。我们描述了学生如何解释或生成模因来说明与课程材料相关的概念。其中包括指导和辅助信息和资源，以及对在课堂上使用模因的有效性进行研究的呼吁。

引用次数: 1

The Association Between Targeted Instruction for Difficult Concepts and Performance on a Cumulative Final Exam in Introduction to Psychology 心理学导论难点概念定向教学与期末累积成绩的关系

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-05-03 DOI: 10.1177/00986283221081225

M. J. Williamson, Jonah Garbin

Research suggests improved retention for difficult concepts when courses incorporate retrieval practice with immediate feedback. This study assessed the utility of targeted feedback during learning on final exam performance for Introduction to Psychology’s difficult concepts. Students in Introduction to Psychology ( N = 648) used either an interactive control e-textbook ( n = 369) or a treatment interactive e-textbook ( n =279) with difficult concept remediation. Three raters identified 28 out of 77 questions on a cumulative final exam as targeting those difficult concepts. Chi-square differences for those items were calculated. We hypothesized that the students who received the additional support during the learning process would perform better on these questions on the final exam. Students in the treatment condition scored higher on 13 out of the 28 questions, with small to moderate effect sizes. The results indicate that targeted feedback and remediation in texts may lead to improved accuracy for traditionally difficult concepts in Introduction to Psychology. Textbooks targeting difficult concepts with feedback and remediation may improve student learning in a course. Instructors with less time and resources to provide differential instruction may benefit from materials that can provide this to their students.

研究表明，将检索练习与即时反馈结合起来的课程可以提高对困难概念的记忆。本研究评估了定向反馈在学习过程中对心理学导论难概念期末考试成绩的效用。《心理学导论》的学生(N = 648)使用的是交互式对照电子教科书(N = 369)或交互式治疗电子教科书(N =279)，其中有困难的概念补习。在期末考试的77个问题中，有3个评分员认为有28个问题是针对这些困难的概念的。计算这些项目的卡方差异。我们假设在学习过程中获得额外支持的学生在期末考试中会表现得更好。在28个问题中，接受治疗的学生在13个问题上得分更高，影响程度从小到中等。结果表明，在课文中有针对性的反馈和纠正可能会提高《心理学导论》中传统困难概念的准确性。教科书针对困难的概念，并提供反馈和补救，可以提高学生在课程中的学习。没有时间和资源来提供差别教学的教师可能会从能为学生提供差别教学的材料中受益。

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引用次数: 0

Representation, Belongingness, and Rumination in Underrepresented Psychology Students 代表性不足的心理学学生的表征、归属感和反刍

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-04-27 DOI: 10.1177/00986283221095115

Hannah R. Snidman, Lindsay Rice, Kade Sparger

Background

Research examining STEM fields has identified barriers for traditionally marginalized groups pursuing these fields including a lack of representation and adequate role models.

Objective

Grounded with Minority Stress Theory (MST), the current study examines if a lack of inclusivity in typical course materials could create minority stress for two distinct marginalized student groups: racial and ethnic minority students (REM), and gender and sexual minority students (GSM).

Method

Students were presented several questionnaires to understand their perceived representation of similar others in typical course materials, along with measures examining typical stress responses including feelings of belonging and rumination.

Results

Results indicate that traditionally marginalized groups perceive less representation in course materials, feel less belonging and comfort in academic spaces, and suffer from more rumination.

Conclusion

As demonstrated in this study, underrepresented minority (URM) students experience a disadvantage in education in terms of feelings of belonging and representation, which can lead to increased rumination.

Teaching Implications

In STEM fields, course materials need to include more representation for URM students to reduce the stress that can result from this lack of exemplars.

对STEM领域的研究发现，传统上被边缘化的群体追求这些领域的障碍包括缺乏代表性和足够的榜样。本研究以少数民族压力理论(MST)为基础，探讨了典型课程材料中缺乏包容性是否会对两个不同的边缘化学生群体造成少数民族压力:种族和民族少数民族学生(REM)和性别和性少数民族学生(GSM)。方法研究人员向学生们提交了几份问卷，以了解他们在典型课程材料中对相似他人的感知表征，以及测试典型压力反应的方法，包括归属感和反刍感。结果表明，传统边缘化群体在课程材料中的代表性较低，在学术空间中的归属感和舒适感较低，并且遭受更多的反思。本研究表明，在归属感和代表性方面，未被充分代表的少数民族(URM)学生在教育中处于劣势，这可能导致反刍行为的增加。在STEM领域，课程材料需要包含更多URM学生的代表性，以减少由于缺乏范例而导致的压力。

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引用次数: 0

Learning in the Time of COVID: Undergraduate Experiences of a Mid-Semester Transition to Virtual Learning due to the COVID-19 Pandemic 《COVID-19时代的学习:由于COVID-19大流行，本科生在学期中期向虚拟学习过渡的经历》

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-04-20 DOI: 10.1177/00986283221082987

Morgan Reid, Sarah M. Ghose, Ashley R. MacPherson, S. Sabet, Claire Williams, Natalie D Dautovich

The COVID-19 pandemic caused an unprecedented mid-semester transition to virtual learning. Instructors and students had to adapt to new ways of delivering and receiving course material. The present investigation examined whether course format and sense of belongingness were associated with learning satisfaction during the COVID-19 pandemic, as well as racial/ethnic or gender identity differences in academic experiences during this time. The current study also explored student perceptions of instructor support, changes in workload, and changes in learning. Undergraduate students ( N = 157) responded to quantitative and qualitative items regarding their academic experiences during the first semester of the pandemic in an online survey. Blended courses were associated with poorer outcomes than solely synchronous and asynchronous courses. There were no racial differences in academic experiences; however, women had more positive academic experiences than men. Greater academic and campus belongingness predicted better academic experiences. Students perceived clear, frequent instructor communication as vital to their success. Students’ experiences with virtual learning varied depending on instructor and student factors. Instructors can improve their students’ experiences with virtual learning by providing frequent, clear communication, resources on effective study and time management skills, and a sense of community.

新冠肺炎大流行导致了前所未有的学期中期向虚拟学习的过渡。教师和学生必须适应新的交付和接收课程材料的方式。本调查调查了课程形式和归属感是否与新冠肺炎大流行期间的学习满意度以及在此期间学术经历中的种族/民族或性别认同差异有关。目前的研究还探讨了学生对教师支持的看法、工作量的变化和学习的变化。在一项在线调查中，本科生（N=157）对有关他们在疫情第一学期的学术经历的定量和定性项目做出了回应。混合课程比单独的同步和异步课程的效果差。在学术经历上没有种族差异；然而，女性比男性有更多积极的学术经历。更大的学术和校园归属感预示着更好的学术体验。学生们认为清晰、频繁的教练交流对他们的成功至关重要。学生的虚拟学习体验因教师和学生因素而异。教师可以通过提供频繁、清晰的沟通、有效学习和时间管理技能的资源以及社区意识来改善学生的虚拟学习体验。

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引用次数: 1

Using Indirect Service-Learning to Promote Evidence-Based Digital Mental Health Tools on College Campuses 利用间接服务学习在大学校园推广基于证据的数字心理健康工具

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-04-19 DOI: 10.1177/00986283221084005

Sarah B. Stanger, Sarah Lucas

College students have increasing mental health needs; however, there has not been a related increase in services available. Mental health apps offer an avenue to support access to student mental healthcare. This study incorporated an indirect service-learning project involving evaluating and recommending mental health apps to the college counseling center into an undergraduate clinical psychology course in order to (1) increase student self-efficacy and depth of learning, and (2) increase evidence-based mental health app usage on a college campus. The project was implemented during an online, synchronous 3-week course and 15 students participated in the study. Student self-report of self-efficacy was measured pre- and post-course and quantitative and qualitative reflections on the project were gathered post-course. Student self-efficacy increased from pre- to post-course. Additionally, students reported that the project met pedagogical objectives by engaging students, aligning with course content, and addressing APA learning goals. The project holds promise as a means to improve student self-efficacy and enhance clinical psychology learning, while simultaneously disseminating evidence-based digital mental tools on college campuses. App evaluation as indirect service-learning could be implemented in many applied psychology courses across multiple of course formats and lengths.

大学生的心理健康需求日益增加；然而，提供的服务并没有相应增加。心理健康应用程序提供了一条支持学生获得心理健康服务的途径。本研究将一个间接服务学习项目纳入本科生临床心理学课程，该项目涉及评估和向大学咨询中心推荐心理健康应用程序，目的是（1）提高学生的自我效能和学习深度，以及（2）增加大学校园内循证心理健康应用的使用。该项目在为期3周的在线同步课程中实施，15名学生参与了该研究。在课程前后测量学生的自我效能报告，并在课程后收集对该项目的定量和定性反思。学生的自我效能感从课程前到课程后均有所提高。此外，学生们报告说，该项目通过吸引学生、与课程内容保持一致以及实现APA学习目标，达到了教学目标。该项目有望提高学生的自我效能感，加强临床心理学学习，同时在大学校园传播循证数字心理工具。应用程序评估作为间接服务学习可以在许多应用心理学课程中实现，课程形式和长度多种多样。

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引用次数: 0

Emphasizing Transferable Skills in Undergraduate Cognitive Psychology is Associated With Higher Grades 大学生认知心理学重视迁移技能与高年级的关系

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-04-11 DOI: 10.1177/00986283221083867

Leonie M Miller, Simone Favelle

Cognitive psychology is challenging for both teachers and learners due to the abstract and complex nature of mental processes and variation in student motivation. To test the effectiveness of an approach that seeks to motivate students to engage and successfully complete a cognitive psychology course by highlighting transferrable skills. A cognitive psychology course was redesigned to emphasize the transferability of skills. It involved providing students with scaffolded assessments, just-in-time learning, and drawing explicit connections between knowledge, skill development, and real-world applications. Comparison of student performance before and after course modifications showed a significant increase in learning outcomes, especially for students at the lower end of the performance spectrum. A program of scaffolded assessment with just-in-time skills reinforcement and explicit discussion of the broader application of those skills is an effective approach to teaching cognitive psychology. This program produced a reliable improvement in learning outcomes in a course with a high level of theoretical and abstract content. The improvement was most noticeable in lower achieving students; however, all students benefit from a better developed transferable skill base and an awareness that can be used to articulate skills to potential employers.

由于心理过程的抽象性和复杂性以及学生动机的变化，认知心理学对教师和学习者都具有挑战性。测试一种方法的有效性，该方法旨在通过强调可转移的技能来激励学生参与并成功完成认知心理学课程。重新设计了一门认知心理学课程，强调技能的可转移性。它包括为学生提供脚手架式的评估、即时学习，并在知识、技能发展和现实应用之间建立明确的联系。对课程修改前后学生表现的比较显示，学习成绩显著提高，尤其是对成绩较低的学生来说。一个及时强化技能并明确讨论这些技能的更广泛应用的脚手架评估计划是认知心理学教学的有效方法。该课程在具有高水平理论和抽象内容的课程中取得了可靠的学习成果。成绩较低的学生的进步最为明显；然而，所有学生都受益于更好地发展的可转移技能基础，以及可以用来向潜在雇主阐明技能的意识。

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引用次数: 0

Cognitive Calisthenics: Pre-lecture Cognitive Exercise Boosts Learning 认知健美操:课前认知锻炼促进学习

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-04-11 DOI: 10.1177/00986283221084907

Holly A. White, Lauren E. Highfill, Lily C. Johnston, Aravinda Kalimi

Attentiveness during class is critical for learning. Teachers have strategies to promote active engagement and active learning, yet little control over students’ baseline level of alertness and focus upon arriving to class. To evaluate the effect of pre-lecture cognitive exercise on attention and learning in lectures. In Experiment 1, college students ( n = 28) in Introductory Psychology participated in a brief battery of complex cancellation tasks prior to a subset of lectures. Effectiveness measures included course exams and post-study student surveys. Experiment 2 replicated the first in a subsequent class ( n = 35) with the same instructor and the addition of post-lecture quizzes. In both experiments, students performed higher on exam content from post-exercise lectures relative to control lectures. No effect was observed on post-lecture quizzes. On post-study surveys, students reported improved attentiveness to lecture after cognitive calisthenics. Pre-lecture cognitive activity appears to benefit student attention and learning in lectures. With so many students arriving to class either distracted or sleepy, the inclusion of a brief pre-lecture cognitive exercise program may be an engaging and effective method for optimizing student attentiveness and learning in lecture-based courses.

课堂上的注意力对学习至关重要。教师有促进积极参与和积极学习的策略，但很少控制学生的基线警觉性水平和上课时的注意力。评估课前认知练习对课堂注意力和学习的影响。在实验1中，心理学导论的大学生（n=28）在一部分讲座之前，参与了一系列复杂的取消任务。有效性指标包括课程考试和学习后学生调查。实验2在下一节课（n=35）上用同一位老师复制了第一节课，并增加了课后测验。在这两个实验中，与对照课相比，学生在练习后的讲座中的考试内容表现更高。在课后测验中没有观察到任何影响。在研究后的调查中，学生们报告说，在认知健美操之后，他们对演讲的注意力有所提高。课前认知活动似乎有利于学生在课堂上的注意力和学习。由于有这么多学生上课时要么分心，要么昏昏欲睡，因此，在基于课堂的课程中，加入一个简短的课前认知锻炼计划可能是一种吸引人的有效方法，可以优化学生的注意力和学习。

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引用次数: 0

“I was Born to do This”: Faculty Experiences Teaching Graduate-Level Diversity Courses “我生来就是这样做的”：教授研究生水平多样性课程的教师经验

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-04-11 DOI: 10.1177/00986283211066943

M. Morgan, P. Marin

Background Little research has focused on teaching graduate-level diversity courses, particularly from the faculty standpoint. Such pedagogy calls for unique skills and contains many challenges. Objective The purpose of the study was to better understand what works and what is needed to support instructors of graduate-level diversity courses, as well as common challenges that these instructors face. Method Using Charmaz’ Constructivist Grounded Theory approach, data from 20 qualitative interviews were analyzed for emergent themes. Results Four over-arching themes emerged: (a) Challenges in Teaching the Course, (b) Impact on the Instructor, (c) Coping with Course Challenges, and (d) Feelings about Teaching Multicultural Courses. Conclusion Findings suggest the unique nature of graduate-level diversity courses, and the need for resources and support for instructors of such courses. Teaching Implications Teaching diversity courses can take a personal and professional toll on the instructor. University systems should be aware of this and support structures and resources for such teaching.

背景很少有研究关注于教授研究生水平的多样性课程，特别是从教师的角度来看。这种教学法需要独特的技能，并包含许多挑战。目的本研究的目的是更好地了解什么是有效的，需要什么来支持研究生水平多样性课程的讲师，以及这些讲师面临的共同挑战。方法采用Charmaz的建构主义基础理论方法，对20次定性访谈的数据进行突发主题分析。结果出现了四个主要主题：（a）课程教学中的挑战，（b）对教师的影响，（c）应对课程挑战，以及（d）对多元文化课程教学的感受。结论研究结果表明，研究生层次多样性课程具有独特的性质，需要为此类课程的讲师提供资源和支持。教学启示教授多样性课程可能会对教师造成个人和职业上的损失。大学系统应该意识到这一点，并支持这种教学的结构和资源。

引用次数: 2

The Teaching and Learning Function of Personal Stories: Correlational and Experimental Evidence 个人故事的教学功能：相关证据和实验证据

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-03-28 DOI: 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.

教学和自传体记忆文献都表明，个人故事可以起到教学和学习的作用。研究1探讨了学生对教师的个人故事是否受到故事的喜爱程度的影响，并创造了一个积极的学习环境的看法。研究2探讨了学习者的认知加工风格是否调节了个人故事的教学功能。研究1是相关的，作为季度末课程调查进行。研究2操纵了预先录制的讲座是否包含讲师的个人故事。学生们认为，导师的个人故事有助于他们通过更积极的学习环境更好地学习课程材料（研究1）。实验中没有发现这种教学功能，但认知风格是一个调节因素（研究2）由于结果喜忧参半，教师的个人故事何时会和何时不会起到教学功能的作用，还需要进一步探索。教师应该与学生分享个人故事，因为学生喜欢这些故事，这会改善课堂环境。然而，故事的学习效果需要进一步探索，可能取决于学习者。

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引用次数: 0

The Impact of Service-Learning at an HSI on Attitudes Toward Individuals Experiencing Homelessness HSI服务学习对无家可归者态度的影响

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-03-27 DOI: 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.

背景服务学习是促进态度转变的有力工具；然而，大多数研究结果都集中在白人、中产阶级、连续一代学生的经历上，并没有反映出高等教育人口结构的变化。关于西班牙裔服务机构（HSI）的服务学习对他人态度的影响，我们知之甚少，基于实验操纵服务学习存在的研究，我们也知之甚少。目的本研究调查了在HSI进行的服务学习项目如何影响对无家可归者的态度变化。方法63名参加社会心理学课程的学生要么参加了有服务性学习项目的课程，要么没有参加。随着时间的推移，对无家可归者和自我的态度进行了评估。结果与未参与服务学习的学生相比，随着时间的推移，参与服务学习学生对无家可归者的积极态度有所增加。结论服务性学习似乎有助于培养HSI学生对无家可归者的积极态度。教学启示当前的研究希望通过强调服务学习可能对学生产生的积极影响，鼓励更广泛地使用和研究服务学习。服务性学习可能对学生产生深远影响，这些影响需要在各种机构进行研究。

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引用次数: 0