Pub Date : 2023-12-12DOI: 10.1177/00494755231214881
{"title":"Reviewer Acknowledgement","authors":"","doi":"10.1177/00494755231214881","DOIUrl":"https://doi.org/10.1177/00494755231214881","url":null,"abstract":"","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009033","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 : 2023-12-03DOI: 10.1177/00986283231217507
Holly Cross, Alison Downey, Abbie Thompson
The American Psychological Association has identified information literacy as a crucial component to undergraduate education. One major barrier to comprehensive information literacy instruction has been a lack of guidance integrating this into survey courses, particularly with reduced pedagogical resources available. This research evaluates the effectiveness of a scaffolded information literacy curriculum that may be integrated into psychology courses. Students in introductory psychology courses were taught with either an information literacy curriculum or the typical science-focused curriculum. Information literacy knowledge was evaluated using a multiple-choice test. Students who received the specialized curriculum demonstrated significant improvements on an objective information literacy test by the end of the course, while students in the control group did not. Evidence suggests that this easily adaptable information literacy curriculum is effective in meeting psychology information literacy goals, more so than the traditional science-focused curriculum taught in introductory psychology classes. Instructors and faculty should be encouraged to utilize this adaptive curriculum, available on Open Science Framework, as a way of improving information literacy. Other implications, including feasibility and content, are discussed.
{"title":"Improving Information Literacy in Introductory Psychology Through Short, Adaptive Interventions","authors":"Holly Cross, Alison Downey, Abbie Thompson","doi":"10.1177/00986283231217507","DOIUrl":"https://doi.org/10.1177/00986283231217507","url":null,"abstract":"The American Psychological Association has identified information literacy as a crucial component to undergraduate education. One major barrier to comprehensive information literacy instruction has been a lack of guidance integrating this into survey courses, particularly with reduced pedagogical resources available. This research evaluates the effectiveness of a scaffolded information literacy curriculum that may be integrated into psychology courses. Students in introductory psychology courses were taught with either an information literacy curriculum or the typical science-focused curriculum. Information literacy knowledge was evaluated using a multiple-choice test. Students who received the specialized curriculum demonstrated significant improvements on an objective information literacy test by the end of the course, while students in the control group did not. Evidence suggests that this easily adaptable information literacy curriculum is effective in meeting psychology information literacy goals, more so than the traditional science-focused curriculum taught in introductory psychology classes. Instructors and faculty should be encouraged to utilize this adaptive curriculum, available on Open Science Framework, as a way of improving information literacy. Other implications, including feasibility and content, are discussed.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138605131","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 : 2023-11-13DOI: 10.1177/00986283231212939
Jeremy R. Becker, Dana Stiles, Madeline J. Bruce
Objective This study examines psychopathology class syllabi to assess if instructors are explicitly referencing destigmatization in their courses. Method We surveyed N = 31 instructors about their opinions on psychopathology classes being an avenue for redressing mental health stigma and qualitatively analyzed N = 29 syllabi to identify these explicit goals. Results Instructors generally believe these courses should redress stigma, that destigmatization should be a main course objective, and that they personally facilitate these discussions in their class. However, only 17% of syllabi had direct references to reducing stigma in their learning outcomes or course description. Conclusion Principles of undergraduate education implore instructors to thoughtfully integrate diversity, equity, and inclusion into their courses, including sensitive discussion of mental health and illness. We discuss possible reasons for the discrepancy between instructors’ voiced objectives and what is listed in their syllabi and offer ideas to make redressing stigma a more salient goal. Teaching Implications Given the themes of psychopathology courses, these instructors are in a unique position to redress stigma regarding mental health. To make an instructor's goal of destigmatization salient, we implore them to list such goals in their syllabi, which our research found was not common.
{"title":"The Prevalence of Destigmatization of Mental Health in Undergraduate Psychopathology Courses","authors":"Jeremy R. Becker, Dana Stiles, Madeline J. Bruce","doi":"10.1177/00986283231212939","DOIUrl":"https://doi.org/10.1177/00986283231212939","url":null,"abstract":"Objective This study examines psychopathology class syllabi to assess if instructors are explicitly referencing destigmatization in their courses. Method We surveyed N = 31 instructors about their opinions on psychopathology classes being an avenue for redressing mental health stigma and qualitatively analyzed N = 29 syllabi to identify these explicit goals. Results Instructors generally believe these courses should redress stigma, that destigmatization should be a main course objective, and that they personally facilitate these discussions in their class. However, only 17% of syllabi had direct references to reducing stigma in their learning outcomes or course description. Conclusion Principles of undergraduate education implore instructors to thoughtfully integrate diversity, equity, and inclusion into their courses, including sensitive discussion of mental health and illness. We discuss possible reasons for the discrepancy between instructors’ voiced objectives and what is listed in their syllabi and offer ideas to make redressing stigma a more salient goal. Teaching Implications Given the themes of psychopathology courses, these instructors are in a unique position to redress stigma regarding mental health. To make an instructor's goal of destigmatization salient, we implore them to list such goals in their syllabi, which our research found was not common.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351833","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 : 2023-11-07DOI: 10.1177/00986283231211535
Maureen K. Flynn, Michael J. Bordieri
Background Limited research exists on enhancing the educational value of research participation among undergraduate research participants. Objective The aim of the current studies was to examine the impact of extended debriefings and incentives on actual learning and perceptions of research participation. Method Three undergraduate samples were recruited from introductory psychology courses. A total of 943 students participated across the three studies by completing a series of assessments online. Results Findings from this series of studies suggest that extended video debriefings, especially when combined with instructions that incentivize attending to debriefing content, may be an effective tool to increase the educational value of undergraduate research participation. Conclusion Extended debriefings and incentives may enhance learning associated with research participation among undergraduates. Teaching Implications Psychology departments could consider using extended debriefings and incentives to enhance learning and quizzes to assess learning outcomes associated with research participation.
{"title":"Using Debriefing as a Tool to Enhance the Educational Value of Undergraduate Research Participation","authors":"Maureen K. Flynn, Michael J. Bordieri","doi":"10.1177/00986283231211535","DOIUrl":"https://doi.org/10.1177/00986283231211535","url":null,"abstract":"Background Limited research exists on enhancing the educational value of research participation among undergraduate research participants. Objective The aim of the current studies was to examine the impact of extended debriefings and incentives on actual learning and perceptions of research participation. Method Three undergraduate samples were recruited from introductory psychology courses. A total of 943 students participated across the three studies by completing a series of assessments online. Results Findings from this series of studies suggest that extended video debriefings, especially when combined with instructions that incentivize attending to debriefing content, may be an effective tool to increase the educational value of undergraduate research participation. Conclusion Extended debriefings and incentives may enhance learning associated with research participation among undergraduates. Teaching Implications Psychology departments could consider using extended debriefings and incentives to enhance learning and quizzes to assess learning outcomes associated with research participation.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135480115","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 : 2023-10-11DOI: 10.1177/00986283231206487
Christine Calderon, Jarrod C. Hines
Background Undergraduate students have reported low utility for research. Drawing from the literature about motivation and culturally relevant and responsive education, we framed psychological research methods as a social justice tool to enhance learners’ understanding of racial inequality and valuing of course content. Objective Two instructors infused critical methods content throughout their undergraduate psychological research methods courses to increase students’ perceptions of systemic racism in research, multicultural perspective taking, and motivation toward the course. Method Undergraduate students’ attitudes were measured at the beginning and end of the semester using an anonymous online survey. The critical research methods content was integrated throughout the semester. Results Effect sizes provided marginal support for increased awareness of systemic racism in research and multicultural perspective-taking. Results also indicated that students who more strongly perceived research as a social justice strategy reported greater valuing of research, and those who perceived higher value reported greater intentions to pursue research in the future. Conclusion Results provide proof of concept for critical methods content in facilitating undergraduate students’ critical awareness and engagement with psychological research methods. Teaching Implications Teachers can utilize critical content to support students’ critical engagement and goal setting within their learning contexts.
{"title":"Integrating Critical Content into an Undergraduate Research Methods Course to Support Student Learning Outcomes","authors":"Christine Calderon, Jarrod C. Hines","doi":"10.1177/00986283231206487","DOIUrl":"https://doi.org/10.1177/00986283231206487","url":null,"abstract":"Background Undergraduate students have reported low utility for research. Drawing from the literature about motivation and culturally relevant and responsive education, we framed psychological research methods as a social justice tool to enhance learners’ understanding of racial inequality and valuing of course content. Objective Two instructors infused critical methods content throughout their undergraduate psychological research methods courses to increase students’ perceptions of systemic racism in research, multicultural perspective taking, and motivation toward the course. Method Undergraduate students’ attitudes were measured at the beginning and end of the semester using an anonymous online survey. The critical research methods content was integrated throughout the semester. Results Effect sizes provided marginal support for increased awareness of systemic racism in research and multicultural perspective-taking. Results also indicated that students who more strongly perceived research as a social justice strategy reported greater valuing of research, and those who perceived higher value reported greater intentions to pursue research in the future. Conclusion Results provide proof of concept for critical methods content in facilitating undergraduate students’ critical awareness and engagement with psychological research methods. Teaching Implications Teachers can utilize critical content to support students’ critical engagement and goal setting within their learning contexts.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209258","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 : 2023-09-24DOI: 10.1177/00986283231202717
Gabriel Andrade, Dalia Bedewy, Eid G. Abo Hamza
Background Previous work has been done on assessing how much psychology students believe myths, as compared to the general population. This study focuses on the mental health myths discussed in the book 50 Great Myths of Popular Psychology. Objective This study seeks to investigate if Medicinae Baccalaureus, Baccalaureus Chirurgiae (MBBS, Bachelor of Medicine, Bachelor of Surgery) students are more likely than psychology students to accept mental health myths. Methods One hundred and two MBBS students and 209 psychology students at a university in the United Arab Emirates (UAE) were compared in their level of adherence to mental health myths. The measure was based on Lilienfeld et al.'s list of myths focused on mental health, and the comparison was done with a Mann-Whitney test. Results Psychology students came out with greater levels of acceptance of mental health myths. In both groups, the most believed myth pertained to Post Traumatic Stress Disorder. Conclusion In the UAE, students from both MBBS and psychology programs are prone to accepting mental health myths. The lower adherence to mental health myths amongst MBBS students may be due to stricter admissions policies. Teaching implications In the UAE, both MBBS and psychology programs must target efforts in expanding the critical thinking abilities of students, to dispel mental health myths.
之前的研究工作是评估心理学专业的学生与普通大众相比，有多少人相信神话。本研究的重点是在《大众心理学的50个伟大神话》一书中讨论的心理健康神话。目的探讨医学学士、外科学士(MBBS, Bachelor of Medicine, Bachelor of Surgery)专业学生是否比心理学专业学生更容易接受心理健康误区。方法比较阿拉伯联合酋长国某大学102名MBBS学生和209名心理学专业学生的心理健康神话依从性水平。这项测量是基于Lilienfeld等人的关于心理健康的神话列表，并通过曼-惠特尼测试进行比较。结果心理学专业的学生对心理健康神话的接受程度更高。在两组中，人们最相信的神话都与创伤后应激障碍有关。在阿联酋，MBBS和心理学专业的学生都倾向于接受心理健康神话。MBBS学生对心理健康神话的坚持程度较低可能是由于更严格的招生政策。在阿联酋，MBBS和心理学课程都必须努力拓展学生的批判性思维能力，以消除心理健康的神话。
{"title":"Do Psychology Students Believe Mental Health Myths more than Medical Students? A Response from the United Arab Emirates","authors":"Gabriel Andrade, Dalia Bedewy, Eid G. Abo Hamza","doi":"10.1177/00986283231202717","DOIUrl":"https://doi.org/10.1177/00986283231202717","url":null,"abstract":"Background Previous work has been done on assessing how much psychology students believe myths, as compared to the general population. This study focuses on the mental health myths discussed in the book 50 Great Myths of Popular Psychology. Objective This study seeks to investigate if Medicinae Baccalaureus, Baccalaureus Chirurgiae (MBBS, Bachelor of Medicine, Bachelor of Surgery) students are more likely than psychology students to accept mental health myths. Methods One hundred and two MBBS students and 209 psychology students at a university in the United Arab Emirates (UAE) were compared in their level of adherence to mental health myths. The measure was based on Lilienfeld et al.'s list of myths focused on mental health, and the comparison was done with a Mann-Whitney test. Results Psychology students came out with greater levels of acceptance of mental health myths. In both groups, the most believed myth pertained to Post Traumatic Stress Disorder. Conclusion In the UAE, students from both MBBS and psychology programs are prone to accepting mental health myths. The lower adherence to mental health myths amongst MBBS students may be due to stricter admissions policies. Teaching implications In the UAE, both MBBS and psychology programs must target efforts in expanding the critical thinking abilities of students, to dispel mental health myths.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925561","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 : 2023-09-14DOI: 10.1177/00986283231200238
William Douglas Woody
{"title":"Obituary for Michael Wertheimer","authors":"William Douglas Woody","doi":"10.1177/00986283231200238","DOIUrl":"https://doi.org/10.1177/00986283231200238","url":null,"abstract":"","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135552555","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 : 2023-09-12DOI: 10.1177/00986283231199461
Ruth V. Walker, Hannah Osborn, Julie Madden, Kristen Jennings Black
Introduction In an increasingly diverse world, there has been a call for psychology educators to make efforts to integrate diversity into the psychology curriculum. Statement of the Problem Researchers who have surveyed psychology faculty have found the amount of time devoted to diversity content in nondiversity-focused courses is limited, with faculty citing barriers to integration such as a lack of relevance and time constraints. Literature Review Educators who have worked to incorporate diversity topics into their courses have found positive outcomes. Teaching Implications We describe our approach to integrating diversity into an introductory statistics course, highlight lessons learned, and provide special considerations for psychology educators. Conclusion Integrating diversity-related content into statistics is challenging; however, the effort is worth it, particularly if integrating diversity content into required courses may be the only exposure to diversity students get.
{"title":"Integrating Diversity into Psychology Statistics Courses: Advice, Reflections, and Special Considerations","authors":"Ruth V. Walker, Hannah Osborn, Julie Madden, Kristen Jennings Black","doi":"10.1177/00986283231199461","DOIUrl":"https://doi.org/10.1177/00986283231199461","url":null,"abstract":"Introduction In an increasingly diverse world, there has been a call for psychology educators to make efforts to integrate diversity into the psychology curriculum. Statement of the Problem Researchers who have surveyed psychology faculty have found the amount of time devoted to diversity content in nondiversity-focused courses is limited, with faculty citing barriers to integration such as a lack of relevance and time constraints. Literature Review Educators who have worked to incorporate diversity topics into their courses have found positive outcomes. Teaching Implications We describe our approach to integrating diversity into an introductory statistics course, highlight lessons learned, and provide special considerations for psychology educators. Conclusion Integrating diversity-related content into statistics is challenging; however, the effort is worth it, particularly if integrating diversity content into required courses may be the only exposure to diversity students get.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135879111","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 : 2023-09-11DOI: 10.1177/00986283231199454
Michelle L. Rivers, Addison L. Babineau, Katherine P. Neely, Sarah K. Tauber
Background: Student evaluations of teaching (SETs) are used to assess faculty performance, but prior research has identified sources of bias in the completion and interpretation of SETs. Objective: We investigated how SET ratings and comments about quizzes are interpreted by faculty and undergraduates. Method: Participants made judgments about teaching effectiveness after reviewing a fictional professor's SETs. SETs varied in whether the professor was rated lower or higher than the departmental average using quantitative measures, and whether qualitative comments about the professor mentioned daily quizzes. Results: In Experiment 1, more positive evaluations were provided for SETs with higher ratings, whereas comments about quizzing minimally influenced evaluations; this pattern was similar for student and faculty responses. In Experiment 2, qualitative comments were presented in isolation. Student participants provided more positive evaluations for some measures of teaching effectiveness when regular quizzing was mentioned in student comments. Conclusion: Quantitative SET ratings may overshadow qualitative comments about effective teaching practices yet qualitative ratings presented alone reveal some association between quizzing and evaluations of teaching. Teaching Implications: SET interpretation should focus on effective pedagogy such as quizzing, which can aid student learning. We found no evidence that comments about quizzing lowered perceptions of teaching effectiveness.
{"title":"How do Students and Faculty Consider Numerical Ratings and Comments About Daily Quizzing when Interpreting Student Evaluations of Teaching?","authors":"Michelle L. Rivers, Addison L. Babineau, Katherine P. Neely, Sarah K. Tauber","doi":"10.1177/00986283231199454","DOIUrl":"https://doi.org/10.1177/00986283231199454","url":null,"abstract":"Background: Student evaluations of teaching (SETs) are used to assess faculty performance, but prior research has identified sources of bias in the completion and interpretation of SETs. Objective: We investigated how SET ratings and comments about quizzes are interpreted by faculty and undergraduates. Method: Participants made judgments about teaching effectiveness after reviewing a fictional professor's SETs. SETs varied in whether the professor was rated lower or higher than the departmental average using quantitative measures, and whether qualitative comments about the professor mentioned daily quizzes. Results: In Experiment 1, more positive evaluations were provided for SETs with higher ratings, whereas comments about quizzing minimally influenced evaluations; this pattern was similar for student and faculty responses. In Experiment 2, qualitative comments were presented in isolation. Student participants provided more positive evaluations for some measures of teaching effectiveness when regular quizzing was mentioned in student comments. Conclusion: Quantitative SET ratings may overshadow qualitative comments about effective teaching practices yet qualitative ratings presented alone reveal some association between quizzing and evaluations of teaching. Teaching Implications: SET interpretation should focus on effective pedagogy such as quizzing, which can aid student learning. We found no evidence that comments about quizzing lowered perceptions of teaching effectiveness.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981390","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 : 2023-08-07DOI: 10.1177/00986283231191775
A. Hadd, J. Nolan, Christopher Holland
Background: Mitigating and adapting to climate change are areas where psychology has promising applications. Recent task forces have recommended several approaches for psychologists to address climate change—including teaching about the intersection of psychology and climate change. Objective: The current study analyzes climate change topics in 36 commonly used introductory psychology textbooks. Method: We identified introductory psychology textbooks from three recent studies and procured electronic copies of each. Using a summative content analysis approach, we developed a list of keywords and analyzed each textbook's climate change mentions in terms of quantity, location, and content. Results: Most introductory psychology textbooks included at least one climate change mention, with substantial variability across textbooks. Climate change was often mentioned in the introduction, as well as social psychology and judgment or thinking chapters. Examples of climate change topics by chapter are provided. Conclusions: Most introductory psychology textbooks included at least some climate change discussion, but textbooks differed substantially in how (and how much) they incorporated climate change topics. Teaching Implications: We offer recommendations to instructors on textbooks with relatively high climate change content as well as textbook publishers and authors for additional ways to infuse climate change topics in future textbooks.
{"title":"Infusion of Climate Change Topics in Introductory Psychology Textbooks: A Content Analysis","authors":"A. Hadd, J. Nolan, Christopher Holland","doi":"10.1177/00986283231191775","DOIUrl":"https://doi.org/10.1177/00986283231191775","url":null,"abstract":"Background: Mitigating and adapting to climate change are areas where psychology has promising applications. Recent task forces have recommended several approaches for psychologists to address climate change—including teaching about the intersection of psychology and climate change. Objective: The current study analyzes climate change topics in 36 commonly used introductory psychology textbooks. Method: We identified introductory psychology textbooks from three recent studies and procured electronic copies of each. Using a summative content analysis approach, we developed a list of keywords and analyzed each textbook's climate change mentions in terms of quantity, location, and content. Results: Most introductory psychology textbooks included at least one climate change mention, with substantial variability across textbooks. Climate change was often mentioned in the introduction, as well as social psychology and judgment or thinking chapters. Examples of climate change topics by chapter are provided. Conclusions: Most introductory psychology textbooks included at least some climate change discussion, but textbooks differed substantially in how (and how much) they incorporated climate change topics. Teaching Implications: We offer recommendations to instructors on textbooks with relatively high climate change content as well as textbook publishers and authors for additional ways to infuse climate change topics in future textbooks.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44550263","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}
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