Teaching of Psychology最新文献_第5页

Active Student Responding and Student Perceptions: A Replication and Extension 学生主动回应与学生感知:复制与延伸

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-07-30 DOI: 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.

背景:本研究考察了学生对积极学生反应(ASR)技术的认知和参与，因为它们与学生的表现有关。目的:我们复制Zayac等人对ASR方法的研究，并通过在多个机构使用高级心理学课程和额外的参与措施对其进行扩展。方法:本研究采用受试者内平衡设计，数据来自四所大学的103名学生。结果:虽然不同ASR条件下的考试成绩没有差异，但学生的认知和参与程度存在差异。ASR技术提供了更多的匿名性，与控制条件相比，学生的感知和参与程度更高。此外，外向型学生报告了更多的认知和情感参与非匿名ASR技术。结论:研究结果支持ASR技术的一些积极影响，特别是对于那些允许增加学生匿名性的技术。对教学的影响:教师在课堂上采用ASR技术时应该有选择性和批判性，因为匿名的ASR技术可能会增加学生的参与度和对一些人的适应，但对另一些人来说可能会分散注意力或脱离参与。

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引用次数: 0

Community-Engaged Pedagogy in the Psychology Classroom: Shelter Dogs go to College 心理学课堂上的社区参与教育：收容所的狗上大学

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-07-28 DOI: 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.

社区参与教育有可能使学生和社区都受益。该项目的目的是根据推荐的社区参与实践设计一门新的本科生心理学课程，并探索与之相关的学习结果。犬类学习与行为（CLB）课程由教师和社区共同教育者教授，为心理学本科生提供了训练收容所狗和编写收容所专项拨款申请的机会。通过课程成绩和自我评价问题评估CLB学生的学习成绩（n = 21）和具有相对挑战性的感觉和感知（SnP，n = 47）课程，由同一教师在同一学期内授课。与参加SnP课程相比，参加CLB课程与更高的内容理解、对相关技能的信心和熟悉程度（即狗训练和赠款写作）以及对社区需求的意识和责任感有关。采用社区参与式教学法可以使各种利益相关者受益，包括学生、社区，在这种特殊情况下，还有收容所的狗。这种概念验证研究可能会鼓励心理教育工作者将社区参与教育法融入他们的课程中。

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引用次数: 0

Teaching Cognitive/Behavioral Neuroscience Through a DEI Lens DEI视角下的认知/行为神经科学教学

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-07-10 DOI: 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.

随着高等教育继续优先考虑多样性、公平性和包容性（DEI），与心理学的其他子领域相比，认知/行为神经科学和其他基于生理学的心理学课程可能面临将DEI问题纳入课程的挑战。这些课程的讲师可能认为他们的学科比其他心理学子领域更客观，或者可能只是不确定在课程材料中插入对DEI问题的讨论。关于完全科学客观性的谬论，以及结构不平等如何影响历史上边缘化人群的大脑结构和功能，都有大量证据。我讨论了神经科学课程讲师可以在哪里以及如何对DEI问题进行相关讨论，并就如何提高历史边缘化学生的归属感提供了实用建议，包括开放教育资源讲座幻灯片和批判性思维作业。将DEI内容排除在神经科学课程之外会伤害我们的学生，并使完全科学客观性的神话永久化，因此教师必须在基于神经科学的课程中纳入DEI讨论。

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引用次数: 0

Paying Attention in Class: Using In-Class Quizzes to Incentivize Student Attention 课堂注意力：利用课堂测验激发学生注意力

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-07-04 DOI: 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.

需要一些方法来激励学生注意课堂材料。本研究的目的是检验课堂测验对激励学生注意课堂材料以提高考试成绩的效果。在心理学入门课程中嵌入的随机交替治疗设计比较了两种基于测验的参与活动(精通测验和概念检查)与无参与活动控制相比的学习益处。学生们在与基于测验的参与活动的课程相关的考试内容上表现得更好。参与活动对学习的好处扩展到布鲁姆水平的认知复杂性水平，尽管在低水平的项目中效果更强。参与活动对课堂上直接讨论的内容的影响也更大。两种参与活动在学习结果上没有显著差异。学生们在与课堂相关的考试内容上表现得更好，通过基于测验的参与活动来激励他们关注课堂材料，而不是那些没有这样做的学生。使用课堂测验作为注意力提示，教师可以在最小程度上干扰课堂时间和讲课流程的情况下，激励学生关注课堂材料，同时提高考试成绩。

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引用次数: 0

Impact of COVID-19 Campus Closure on Undergraduates. 新冠肺炎校园关闭对大学生的影响

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-07-01 DOI: 10.1177/00986283211043924

Olufunmilayo Telli, Lindsey Mountcastle, Brianna L Jehl, Angel Munoz-Osorio, Lynnda M Dahlquist, Ashani Jayasekera, Aryn Dougherty, Raquel Castillo, Kollin Miner

Background: The COVID-19 pandemic resulted in an abrupt transition from in-person to online learning in Spring 2020.

Objective: The purpose of this study was to identify the impact of the transition on undergraduates during the period following the campus closure.

Method: 131 psychology undergraduate students completed an online survey of how the COVID-19 closure had impacted their academics, online learning environment, and traumatic stress symptoms (using the Posttraumatic Stress Disorder Checklist for the DSM-5).

Results: Most participants reported increased academic difficulty compared to before closure. Approximately 30% reported elevated traumatic stress symptoms. Greater traumatic stress was associated with greater difficulty completing assignments, more limited access to the internet and quiet places to study, and greater sibling-care responsibilities.

Conclusions: The acute transition to online instruction posed academic and emotional challenges to many students, especially those from environments with competing demands or less access to academic supports. Follow-up evaluation is needed to determine whether these difficulties have persisted in subsequent semesters of online instruction.

Teaching implication: Instructors should anticipate the emotional and academic needs of students who are relatively unfamiliar with online instruction and consider ways to minimize negative environmental impacts and increase access to mental health resources.

背景:2019冠状病毒病大流行导致2020年春季从面对面学习突然转变为在线学习。目的:本研究的目的是确定校园关闭后过渡期对大学生的影响。方法:131名心理学本科生完成了一项关于COVID-19关闭如何影响他们的学业、在线学习环境和创伤性应激症状的在线调查(使用DSM-5的创伤后应激障碍检查表)。结果:与关闭前相比，大多数参与者报告学业困难增加。大约30%的人报告创伤应激症状加重。创伤压力越大，完成作业的难度越大，上网和安静学习的机会越少，照顾兄弟姐妹的责任也越大。结论:向在线教学的急剧过渡给许多学生带来了学业和情感上的挑战，特别是那些来自竞争需求或较少获得学术支持的环境的学生。需要进行后续评估，以确定这些困难是否在后续学期的在线教学中持续存在。教学启示:教师应预见到相对不熟悉在线教学的学生的情感和学业需求，并考虑如何减少对环境的负面影响，增加获得心理健康资源的机会。

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引用次数: 4

Eliminating ANOVA Hand Calculations Predicts Improved Mastery in an Undergraduate Statistics Course 消除方差分析手工计算预测本科统计学课程掌握能力的提高

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-06-27 DOI: 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.

据推测，大多数统计学专业人员使用软件程序进行统计分析，但统计学教科书和课程通常教授手工计算。这项研究考察了在本科生心理学统计学课程中，手工计算是否与学生的概念和应用方差分析（ANOVA）素养有关。准实验性地，我们使用单元测验和SPSS数据分析实验室，在包括手工计算和不包括手工计算的部分之间，比较了95名学生对受试者之间和受试者内部一个因素方差分析的掌握情况。控制GPA、性别、种族、专业、年龄和数学准备，以抵消非随机分配到章节的影响，消除ANOVA手工计算，可以预测在测验中更好的表现8%，在SPSS实验室中更好的成绩6%。将教学重点从手工计算转移开，可以提高学生对单因素方差分析的概念和实践理解。考虑到时间限制，教师可能会放弃教授方差分析手工计算，而专注于概念信息和软件应用。

引用次数: 0

“I Hope You Know I’m Proud of You”: Reflections on the Postcard to My Graduating Self Project “我希望你知道我为你骄傲”——关于毕业自我项目明信片的思考

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-06-26 DOI: 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.

学生过渡到大学可能是一个充满挑战的时期。研究表明，为学生提供反思和目标设定的空间可能有助于这一过渡时期。我在我的毕业自我项目中描述了明信片，在该项目中，心理学学生被邀请给未来的自己写明信片。在明信片中，鼓励学生反思他们的心理学学位目标和计划。我负责明信片项目，作为心理学理学学士本科生入职课程的一部分。一百六十六名心理学本科生完成了明信片。在我阅读明信片和主持会议的经历时，学生们似乎将明信片项目作为（1）一种激励工具，它促使人们思考未来的目标，（2）一种反思装置，它鼓励人们反思以前的经历，（3）一种社会体验，它以独特的方式将学生们聚集在一起。促进学生给未来的自己写明信片可以培养社会联系，并为教育工作者提供更丰富的学生体验见解。我提供了在其他机构进行这个项目的技巧，并鼓励教育工作者考虑在我的毕业自我项目中使用明信片。

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引用次数: 0

A Condensed Positive Psychology Course Improves Students’ Subjective Well-Being and Academic Achievement 积极心理学简练课程提高学生主观幸福感和学业成绩

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-06-09 DOI: 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.

完成积极心理学相关活动可以增加主观和客观幸福感。本研究旨在探讨修完一门简明的积极心理学课程是否能提高学生的主观幸福感和学业成绩。181名学生完成了为期4到5周的非同步、完全在线的积极心理学、认知心理学或统计学课程。所有学生在课程完成前和完成后两个时间点完成了三份主观幸福感(生活满意度、幸福感和压力水平)的问卷调查。参与者还被要求说明他们与亲密的人分享课程知识的频率，并分析他们的课程成绩。与完成其他心理学课程的学生相比，完成积极心理学课程的学生报告了更高水平的生活满意度，更低水平的压力，并且课程成绩更高。完成积极心理学课程的学生表示，他们比完成其他课程的学生更有可能与亲密的人分享他们所学到的东西。在积极心理学活动中，参与者表示他们最有可能继续进行随机的善意行为。完成一门积极心理学课程对个人和整个社会都有好处。结果支持积极心理学课程的使用，以提高学生的幸福感和学业成绩。

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引用次数: 0

Connecting Introductory Psychology to Climate Change Can Empower Students 将入门心理学与气候变化联系起来可以增强学生的能力

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-06-01 DOI: 10.1177/00986283231177949

Gregg Sparkman, L. Hackel, J. Crosby, J. Gross, B. Hard

Introductory psychology courses provide a unique opportunity to educate students in ways that can inform how they will address major issues of the day. Objective: We tested whether an integrative, last-day-of-class activity in which students applied pertinent psychological theories to climate change would empower students to address this issue. Method: Across multiple introductory psychology courses, pre- and post-course assessments (Study 1) and a comparison to a control classroom condition (Study 2) were used to evaluate changes in students’ climate change efficacy beliefs and intentions to act. Results: Students who experienced the activity were more likely to (1) believe their actions could make a difference in mitigating climate change and influence others to follow suit, (2) show increased intentions to adopt sustainable behaviors and take political action to address climate change, and (3) see psychology as relevant to solving societal issues like climate change. Having students connect psychology to solving climate change led students to feel more empowered to address this global challenge. Teaching implications: This classroom activity could readily be scaled up to thousands of introductory psychology courses around the world every year, connecting psychology to a major issue of our time and potentially mobilizing students to action.

心理学入门课程提供了一个独特的机会来教育学生，告诉他们如何解决当今的重大问题。目的:我们测试了一个综合性的、最后一天的课堂活动，在这个活动中，学生们将相关的心理学理论应用到气候变化中，是否能让学生们解决这个问题。方法:在多个心理学入门课程中，采用课前和课后评估(研究1)以及与对照教室条件的比较(研究2)来评估学生气候变化效能信念和行动意图的变化。结果:体验过该活动的学生更有可能(1)相信他们的行动可以在减缓气候变化方面发挥作用，并影响其他人效仿;(2)表现出采取可持续行为和采取政治行动应对气候变化的意愿;(3)认为心理学与解决气候变化等社会问题有关。让学生们将心理学与解决气候变化问题联系起来，让学生们感到更有能力应对这一全球挑战。教学意义:这种课堂活动可以很容易地扩大到世界各地每年数千门心理学入门课程，将心理学与我们这个时代的一个主要问题联系起来，并有可能动员学生采取行动。

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引用次数: 0

Time Allocation and Satisfaction Among Tenured Psychology Faculty at Public, Regional Universities 公立地区大学终身制心理学教师的时间分配与满意度

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-05-30 DOI: 10.1177/00986283231178242

Kathleen Fuegen, Gregory T. Hatchett

Research on the experiences of tenured faculty employed at teaching-intensive institutions is lacking. We gathered data regarding how tenured psychology faculty allocate time. We identify variables that predict time allocation and report associations between time allocation and job satisfaction. We surveyed 386 tenured psychology professors at regional, public universities in the United States. We measured (1) the percentage of time respondents typically allocated and would prefer to allocate to four activities: teaching, research, service, and administration, and (2) job satisfaction and intentions to seek another position. Time typically allocated to teaching, research, service, and administrative activities was unrelated to job satisfaction. Time allocated to research was associated with intentions to seek another position. Associate professors allocated more time to teaching than did full professors. The discrepancy between typical and preferred time allocation was associated with occupational dissatisfaction. In contrast to previous studies, we found that allocating a large percentage of work time to teaching activities did not predict lower job satisfaction. Tenured psychology faculty allocated time to teaching activities in ways consistent with their preferences.

缺乏对教学密集型机构终身教职员工经验的研究。我们收集了有关终身心理学教师如何分配时间的数据。我们确定了预测时间分配的变量，并报告了时间分配和工作满意度之间的关联。我们调查了386名美国地区公立大学的终身心理学教授。我们测量了（1）受访者通常分配给并且更愿意分配给四项活动的时间百分比：教学、研究、服务和管理，以及（2）工作满意度和寻求另一个职位的意愿。通常分配给教学、研究、服务和行政活动的时间与工作满意度无关。分配给研究的时间与寻求另一个职位的意图有关。副教授分配给教学的时间比正教授多。典型时间分配和首选时间分配之间的差异与职业不满有关。与之前的研究相比，我们发现将很大比例的工作时间分配给教学活动并不能预测工作满意度的降低。终身制心理学教师根据自己的喜好分配时间进行教学活动。

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引用次数: 0