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":"38 1","pages":"0"},"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":"51 1","pages":"0"},"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":" ","pages":""},"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}
Pub Date : 2023-07-30DOI: 10.1177/00986283231191110
A. C. Keim, Adriane M. F. Sanders, Thaddeus B. Rada-Bayne, David R. Earnest
Background: This study examined students’ perceptions of and engagement with active student responding (ASR) techniques as they relate to student performance. Objective: We replicate Zayac et al.'s study on ASR methods and expand on it by using an upper-level psychology course at multiple institutions and additional measures of engagement. Method: The current study used a within-subjects, counter-balanced design, with data collected from 103 students at four universities. Results: Though no differences in exam scores across ASR conditions were observed, there were differences in student perceptions and engagement. ASR techniques providing increased anonymity resulted in greater student perceptions and engagement than control conditions. Additionally, extraverted students reported greater cognitive and emotional engagement with nonanonymous ASR techniques. Conclusion: Findings support some positive impacts of ASR techniques, especially for those that allow for increased student anonymity. Implications for Teaching: Instructors should be selective and critical about adopting ASR techniques in the classroom, as anonymous ones may allow for increased student engagement and accommodations for some but have the potential for distraction or disengagement for others.
{"title":"Active Student Responding and Student Perceptions: A Replication and Extension","authors":"A. C. Keim, Adriane M. F. Sanders, Thaddeus B. Rada-Bayne, David R. Earnest","doi":"10.1177/00986283231191110","DOIUrl":"https://doi.org/10.1177/00986283231191110","url":null,"abstract":"Background: This study examined students’ perceptions of and engagement with active student responding (ASR) techniques as they relate to student performance. Objective: We replicate Zayac et al.'s study on ASR methods and expand on it by using an upper-level psychology course at multiple institutions and additional measures of engagement. Method: The current study used a within-subjects, counter-balanced design, with data collected from 103 students at four universities. Results: Though no differences in exam scores across ASR conditions were observed, there were differences in student perceptions and engagement. ASR techniques providing increased anonymity resulted in greater student perceptions and engagement than control conditions. Additionally, extraverted students reported greater cognitive and emotional engagement with nonanonymous ASR techniques. Conclusion: Findings support some positive impacts of ASR techniques, especially for those that allow for increased student anonymity. Implications for Teaching: Instructors should be selective and critical about adopting ASR techniques in the classroom, as anonymous ones may allow for increased student engagement and accommodations for some but have the potential for distraction or disengagement for others.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838837","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 : 2023-07-28DOI: 10.1177/00986283231191748
S. Flaisher-Grinberg
Community-engaged pedagogy has the potential to benefit both students and the community. The purpose of this project was to design a new undergraduate psychology course according to recommended community-engaged practices and to explore learning outcomes associated with it. The Canine Learning and Behavior (CLB) course, taught by faculty and community co-educators, offered undergraduate psychology students the opportunity to train shelter dogs and write shelter-specific grant applications. Learning outcomes were assessed via course grades and self-evaluation questions for students enrolled in the CLB ( n = 21) and in a comparably challenging Sensation and Perception (SnP, n = 47) course, taught within the same semesters by the same faculty instructor. In comparison to participation in the SnP course, participation in the CLB course was associated with higher content comprehension, confidence in and familiarity with relevant skills (i.e., dog training and grant writing), as well as awareness of and sense of responsibility to the needs of the community. The employment of community-engaged pedagogy can benefit various stakeholders, including students, the community, and in this specific case, shelter dogs. This proof-of-concept study may encourage psychology educators to integrate community-engaged pedagogy into their curriculum.
{"title":"Community-Engaged Pedagogy in the Psychology Classroom: Shelter Dogs go to College","authors":"S. Flaisher-Grinberg","doi":"10.1177/00986283231191748","DOIUrl":"https://doi.org/10.1177/00986283231191748","url":null,"abstract":"Community-engaged pedagogy has the potential to benefit both students and the community. The purpose of this project was to design a new undergraduate psychology course according to recommended community-engaged practices and to explore learning outcomes associated with it. The Canine Learning and Behavior (CLB) course, taught by faculty and community co-educators, offered undergraduate psychology students the opportunity to train shelter dogs and write shelter-specific grant applications. Learning outcomes were assessed via course grades and self-evaluation questions for students enrolled in the CLB ( n = 21) and in a comparably challenging Sensation and Perception (SnP, n = 47) course, taught within the same semesters by the same faculty instructor. In comparison to participation in the SnP course, participation in the CLB course was associated with higher content comprehension, confidence in and familiarity with relevant skills (i.e., dog training and grant writing), as well as awareness of and sense of responsibility to the needs of the community. The employment of community-engaged pedagogy can benefit various stakeholders, including students, the community, and in this specific case, shelter dogs. This proof-of-concept study may encourage psychology educators to integrate community-engaged pedagogy into their curriculum.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42477559","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 : 2023-07-10DOI: 10.1177/00986283231183936
Jamie K. Opper
As higher education continues to prioritize diversity, equity, and inclusion (DEI), cognitive/behavioral neuroscience and other physiologically based psychology courses may face challenges incorporating DEI issues into the curriculum relative to other subfields of psychology. Instructors of these courses may believe that their discipline is more objective than other psychology subfields, or may simply be unsure where to insert discussion of DEI issues into their course material. There is a substantial evidence regarding both the fallacy of total scientific objectivity and how structural inequalities can impact brain structure and function in historically marginalized populations. I discuss where and how in the neuroscience curriculum instructors can implement relevant discussion of DEI issues, as well as provide practical suggestions for how to increase belongingness for historically marginalized students, including open educational resource lecture slides and a critical-thinking assignment. Excluding DEI content from neuroscience courses harms our students and perpetuates the myth of total scientific objectivity, so it is imperative that faculty include DEI discussions in neuroscience-based courses.
{"title":"Teaching Cognitive/Behavioral Neuroscience Through a DEI Lens","authors":"Jamie K. Opper","doi":"10.1177/00986283231183936","DOIUrl":"https://doi.org/10.1177/00986283231183936","url":null,"abstract":"As higher education continues to prioritize diversity, equity, and inclusion (DEI), cognitive/behavioral neuroscience and other physiologically based psychology courses may face challenges incorporating DEI issues into the curriculum relative to other subfields of psychology. Instructors of these courses may believe that their discipline is more objective than other psychology subfields, or may simply be unsure where to insert discussion of DEI issues into their course material. There is a substantial evidence regarding both the fallacy of total scientific objectivity and how structural inequalities can impact brain structure and function in historically marginalized populations. I discuss where and how in the neuroscience curriculum instructors can implement relevant discussion of DEI issues, as well as provide practical suggestions for how to increase belongingness for historically marginalized students, including open educational resource lecture slides and a critical-thinking assignment. Excluding DEI content from neuroscience courses harms our students and perpetuates the myth of total scientific objectivity, so it is imperative that faculty include DEI discussions in neuroscience-based courses.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45802541","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 : 2023-07-04DOI: 10.1177/00986283231185136
J. Nevid, Casey E. Armata
Methods are needed to incentivize student attention to class material. The purpose of this study was to examine the effects of in-class quizzing to incentivize student attention to class material to boost exam performance. A randomized, alternating treatments design embedded in an introductory psychology class compared learning benefits of two types of quiz-based engagement activities, mastery quizzes, and concepts checks, as compared to a no-engagement activity control. Students performed significantly better on exam content linked to classes with quiz-based engagement activities. Learning benefits of engagement activities extended across levels of cognitive complexity indexed to Bloom levels, although were stronger for low-level items. The effects of engagement activities were also stronger for content directly discussed in class. There were no significant differences in learning outcomes between the two engagement activities. Students performed better on exam content linked to class sessions with quiz-based engagement activities that incentivized attention to class material compared to those that did not. Using in-class quizzes as attentional cues offers instructors a means of incentivizing student attention to class material with minimal disruption of class time and lecture flow, while also improving exam scores.
{"title":"Paying Attention in Class: Using In-Class Quizzes to Incentivize Student Attention","authors":"J. Nevid, Casey E. Armata","doi":"10.1177/00986283231185136","DOIUrl":"https://doi.org/10.1177/00986283231185136","url":null,"abstract":"Methods are needed to incentivize student attention to class material. The purpose of this study was to examine the effects of in-class quizzing to incentivize student attention to class material to boost exam performance. A randomized, alternating treatments design embedded in an introductory psychology class compared learning benefits of two types of quiz-based engagement activities, mastery quizzes, and concepts checks, as compared to a no-engagement activity control. Students performed significantly better on exam content linked to classes with quiz-based engagement activities. Learning benefits of engagement activities extended across levels of cognitive complexity indexed to Bloom levels, although were stronger for low-level items. The effects of engagement activities were also stronger for content directly discussed in class. There were no significant differences in learning outcomes between the two engagement activities. Students performed better on exam content linked to class sessions with quiz-based engagement activities that incentivized attention to class material compared to those that did not. Using in-class quizzes as attentional cues offers instructors a means of incentivizing student attention to class material with minimal disruption of class time and lecture flow, while also improving exam scores.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47449248","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 : 2023-06-27DOI: 10.1177/00986283231183959
Angela G. Pirlott, Jarrod C. Hines
Presumably, most statistics professionals use a software program to perform statistical analyses, yet statistics textbooks and classes commonly teach hand calculations. This study examined whether, in an undergraduate psychology statistics course, hand calculations related to students' conceptual and applied analysis of variance (ANOVA) literacy. Quasi-experimentally, we compared 95 students’ mastery of one-factor between- and within-subjects ANOVAs, using the unit quiz and SPSS data analytics lab, between sections which did and did not include hand calculations. Controlling for GPA, gender, ethnicity, major, age, and math preparation to offset nonrandom assignment to section, eliminating ANOVA hand calculations predicted better performance on the quiz by 8% and on the SPSS lab by 6%. Shifting instructional focus away from hand calculations could enhance students’ conceptual and practical understanding of one-factor ANOVAs. Given time limitations, instructors might forgo teaching ANOVA hand calculations and focus on conceptual information and software applications.
{"title":"Eliminating ANOVA Hand Calculations Predicts Improved Mastery in an Undergraduate Statistics Course","authors":"Angela G. Pirlott, Jarrod C. Hines","doi":"10.1177/00986283231183959","DOIUrl":"https://doi.org/10.1177/00986283231183959","url":null,"abstract":"Presumably, most statistics professionals use a software program to perform statistical analyses, yet statistics textbooks and classes commonly teach hand calculations. This study examined whether, in an undergraduate psychology statistics course, hand calculations related to students' conceptual and applied analysis of variance (ANOVA) literacy. Quasi-experimentally, we compared 95 students’ mastery of one-factor between- and within-subjects ANOVAs, using the unit quiz and SPSS data analytics lab, between sections which did and did not include hand calculations. Controlling for GPA, gender, ethnicity, major, age, and math preparation to offset nonrandom assignment to section, eliminating ANOVA hand calculations predicted better performance on the quiz by 8% and on the SPSS lab by 6%. Shifting instructional focus away from hand calculations could enhance students’ conceptual and practical understanding of one-factor ANOVAs. Given time limitations, instructors might forgo teaching ANOVA hand calculations and focus on conceptual information and software applications.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42032574","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 : 2023-06-26DOI: 10.1177/00986283231184418
Madeleine Pownall
Student transition to university can be a challenging time. Research suggests that providing space for student reflection and goal setting may facilitate this period of transition. I describe the Postcard to my Graduating Self Project, in which psychology students were invited to write postcards to their future selves. In the postcards, students were encouraged to reflect upon their goals and plans for their psychology degree. I ran the Postcard Project as part of an induction program of a BSc Psychology undergraduate cohort. One hundred and sixty-six undergraduate psychology students completed postcards. In my reading of the postcards and experiences of running the session, students appeared to use the postcard project as (1) a motivational tool, which prompted thinking about future goals, (2) a reflective device, which encouraged reflecting upon previous experiences, (3) and a social experience, which brought students together in unique ways. Facilitating students’ writing postcards to their future self may foster social connections and provide educators with richer insights into the student experience. I provide tips for conducting this project in other institutions and encourage educators to consider using the Postcard to my Graduating Self Project.
{"title":"“I Hope You Know I’m Proud of You”: Reflections on the Postcard to My Graduating Self Project","authors":"Madeleine Pownall","doi":"10.1177/00986283231184418","DOIUrl":"https://doi.org/10.1177/00986283231184418","url":null,"abstract":"Student transition to university can be a challenging time. Research suggests that providing space for student reflection and goal setting may facilitate this period of transition. I describe the Postcard to my Graduating Self Project, in which psychology students were invited to write postcards to their future selves. In the postcards, students were encouraged to reflect upon their goals and plans for their psychology degree. I ran the Postcard Project as part of an induction program of a BSc Psychology undergraduate cohort. One hundred and sixty-six undergraduate psychology students completed postcards. In my reading of the postcards and experiences of running the session, students appeared to use the postcard project as (1) a motivational tool, which prompted thinking about future goals, (2) a reflective device, which encouraged reflecting upon previous experiences, (3) and a social experience, which brought students together in unique ways. Facilitating students’ writing postcards to their future self may foster social connections and provide educators with richer insights into the student experience. I provide tips for conducting this project in other institutions and encourage educators to consider using the Postcard to my Graduating Self Project.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41328717","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 : 2023-06-09DOI: 10.1177/00986283231179913
Kit W. Cho, S. Frizzell
Completing positive psychology-related activities can increase subjective and objective well-being. The present study investigated whether completing a condensed positive psychology course increases students’ subjective well-being and academic achievement relative to those who completed other condensed psychology courses. One hundred and eighty-one students completed a condensed 4-week to 5-week asynchronous, fully online, positive psychology, cognitive psychology, or statistics course. All students completed three questionnaires assessing their subjective well-being (life satisfaction, happiness, and stress level) at two time points: precompletion and postcompletion of the course. Participants were also asked to indicate how often they shared the information they learned in the course with their close others, and their course grade was analyzed. Students who completed the positive psychology course reported higher levels of life satisfaction, lower levels of stress, and had a higher course grade compared to students completing the other psychology courses. Students who completed positive psychology indicated that they were more likely to share what they had been learning with their close others than those who completed the other courses. Among the positive psychology activities, participants indicated that they were most likely to continue performing random acts of kindness. Completing a positive psychology course benefits both the individual and the community at large. The results support the use of a positive psychology course to improve students’ well-being and academic achievement.
{"title":"A Condensed Positive Psychology Course Improves Students’ Subjective Well-Being and Academic Achievement","authors":"Kit W. Cho, S. Frizzell","doi":"10.1177/00986283231179913","DOIUrl":"https://doi.org/10.1177/00986283231179913","url":null,"abstract":"Completing positive psychology-related activities can increase subjective and objective well-being. The present study investigated whether completing a condensed positive psychology course increases students’ subjective well-being and academic achievement relative to those who completed other condensed psychology courses. One hundred and eighty-one students completed a condensed 4-week to 5-week asynchronous, fully online, positive psychology, cognitive psychology, or statistics course. All students completed three questionnaires assessing their subjective well-being (life satisfaction, happiness, and stress level) at two time points: precompletion and postcompletion of the course. Participants were also asked to indicate how often they shared the information they learned in the course with their close others, and their course grade was analyzed. Students who completed the positive psychology course reported higher levels of life satisfaction, lower levels of stress, and had a higher course grade compared to students completing the other psychology courses. Students who completed positive psychology indicated that they were more likely to share what they had been learning with their close others than those who completed the other courses. Among the positive psychology activities, participants indicated that they were most likely to continue performing random acts of kindness. Completing a positive psychology course benefits both the individual and the community at large. The results support the use of a positive psychology course to improve students’ well-being and academic achievement.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48279645","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：