Teaching of Psychology最新文献_第6页

Busting Myths to Increase Critical Thinking in Psychology Majors 破除神话提高心理学专业学生的批判性思维

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-04-06 DOI: 10.1177/00986283231166954

Jennifer S. Blessing

Background: Increasing students’ ability to think critically allows them to engage more fully with psychology material. Objective: The current study used a critical thinking assignment called PsychBusters to examine critical thinking and interest in psychology in two sections of introductory psychology designated for first-year psychology majors. Method: The experimental section completed two PsychBusters presentations including a poster presentation. The control course section also completed poster presentations but did not do the PsychBusters assignment. For both sections, critical thinking skills and levels of interest in psychology were measured at the start and end of the semester. Results: Students in both sections maintained a high interest in psychology across the semester. The section that worked on the PsychBusters misconception assignment had similar critical thinking skills as the control at the start of the semester but had higher scores at the posttest. Conclusion: Assignments that direct students to focus on critical thinking may not improve one's interest in psychology. However, class assignments that hone critical thinking skills should be integrated into psychology courses with the aim of improving students’ reasoning. Teaching Implications: The development of critical thinking skills in psychology majors should start early in the curriculum.

背景：提高学生批判性思维的能力可以让他们更充分地参与心理学材料。目的：本研究使用一项名为PsychBusters的批判性思维作业，在心理学专业一年级的心理学导论的两个部分中考察批判性思维和对心理学的兴趣。方法：实验部分完成了两个PsychBusters演示，包括一个海报演示。控制课程部分也完成了海报演示，但没有完成PsychBusters的任务。对于这两个部分，在学期开始和结束时都测量了批判性思维技能和对心理学的兴趣水平。结果：这两个部分的学生在整个学期都对心理学保持着高度的兴趣。参与PsychBusters误解作业的部分在学期初与对照组具有相似的批判性思维技能，但在后测中得分更高。结论：指导学生专注于批判性思维的作业可能不会提高一个人的心理学兴趣。然而，为了提高学生的推理能力，应该将磨练批判性思维技能的课堂作业纳入心理学课程。教学启示：心理学专业批判性思维技能的培养应在课程早期开始。

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引用次数: 0

Diversity Wanted! Utilizing Transdisciplinary Scholarship on Structural Inequality to Educate Psychology Graduate Students. 多样性的希望!利用结构不平等的跨学科奖学金培养心理学研究生。

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-04-01 DOI: 10.1177/00986283211061687

Jennifer M Gómez

Introduction: The scholarship of teaching and learning (SoTL) should promote diversity, equity, inclusion, and social justice for the next generation of psychologists.

Statement of the problem: I worry that the SoTL propagates an exclusionary field that becomes increasingly irrelevant in our diverse society given that graduate curricula largely exclude scholarship on structural inequality.

Literature review: I detail the process of graduate curricular changes in my current department, with a focus on my new required graduate course, Diversity, Systems, and Inequality. I utilize scholarship from law, sociology, philosophy, women and gender studies, education, and psychology.

Teaching implications: I provide the structure and content of the course-including syllabi and lecture slides-as well as modes of assessment that promote inclusivity and critical thinking. I detail how current faculty can learn to incorporate the content of this work into their own teaching and scholarship through weekly journal clubs.

Conclusion: SoTL outlets can publish transdisciplinary, inclusive course materials regarding structural inequality, thus mainstreaming and amplifying such work for the benefit of the field and our world.

导言:教与学的学术(SoTL)应该促进下一代心理学家的多样性、公平性、包容性和社会正义。问题陈述:考虑到研究生课程在很大程度上排除了关于结构不平等的学术研究，我担心SoTL传播了一个排他性的领域，在我们多元化的社会中变得越来越无关紧要。文献综述:我详细介绍了我目前所在部门研究生课程变化的过程，重点是我的新研究生必修课程《多样性、系统和不平等》。我利用法律、社会学、哲学、妇女和性别研究、教育和心理学方面的奖学金。教学意义:我提供了课程的结构和内容——包括教学大纲和讲座幻灯片——以及促进包容性和批判性思维的评估模式。我详细介绍了当前的教师如何通过每周的期刊俱乐部学习将这项工作的内容纳入他们自己的教学和学术研究中。结论:SoTL网点可以出版关于结构不平等的跨学科，包容性的课程材料，从而将此类工作主流化并扩大，以造福该领域和我们的世界。

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引用次数: 4

Cueing Engagement: Applying the Trickle-Down Engagement Model to Instructors’ in-Class Behaviors 提示参与：滴流式参与模型在教师课堂行为中的应用

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2023-01-24 DOI: 10.1177/00986283221148459

D. Saucier, Tucker L. Jones, Stuart S. Miller, Ashley A. Schiffer, Haley D. Mills, Noah D. Renken

The Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the Trickle-Down Engagement Model and our hypotheses, perceptions of instructors’ engagement positively related to participants’ own engagement, which was also positively related to better learning outcomes. When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.

涓滴式参与模型认为，教师的参与促进了学生的参与，这反过来又对学生的学习产生了积极的影响。我们的目标是为讲师提供基于证据的实践建议，以向学生传达他们对课程材料的参与，激活涓滴过程。在两个实验中，我们使用了录制的模拟讲座，在这些讲座中，我们操纵了教师在课堂上的动作（研究1），并使用了激发教师参与的热情陈述（研究2）。在这两项研究中，我们测量了学生的学习情况，并评估了他们对教师参与度、自己的参与度和所提供材料的看法。参与的提示语句成功地传达了教练的参与，但身体运动没有。与涓滴式参与模型和我们的假设一致，对教师参与的感知与参与者自己的参与呈正相关，这也与更好的学习结果呈正相关。当教师用课程材料口头交流他们的参与度时，学生会更投入，并表现出更好的学习效果。引导明确、积极的教师参与有很多好处，包括增强学生的学习和教育体验。

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引用次数: 0

An Experiential Helping Skills Course for Undergraduates: The Helping Relationship 大学生体验式帮助技巧课程:帮助关系

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-12-21 DOI: 10.1177/00986283221138821

Aaron R. Estrada, Robin Lewis, Kendra N. Williams

Introduction: An innovative undergraduate helping skills course where students learn, practice, and apply a problem management model with a peer volunteer on a non-clinical issue across three supervised helping meetings is presented. Statement of the Problem: Undergraduate helping skill courses are typically offered as in-class role-plays. This course goes beyond role-plays and provides an authentic helping experience with an out-of-class peer volunteer. Literature Review: Literature supports an argument for deeper learning by extending the typical process of role-play-based helping skill learning to the application of skills to support a peer with a genuine issue. Teaching Implications: Lecture, in-class skills practice, and supervision with the instructor facilitates student capacity to work with a non-classmate peer volunteer. Instructors closely oversee student work in and outside of class to provide an ethical, structured, non-professional helping experience. Conclusion: We highlight here the constructivist and mastery underpinning of an undergraduate helping skills course. Along with instructor feedback, student learning and growth are facilitated by students’ own reflections of the helping process with their peer volunteers. Student helpers describe the course as impactful. Course resources are available in open materials.

介绍:一个创新的本科帮助技能课程，学生学习，实践，并应用问题管理模式与同伴志愿者在三个监督帮助会议的非临床问题。问题说明:本科帮助技能课程通常以课堂角色扮演的形式提供。本课程超越了角色扮演，并提供了与课外同伴志愿者的真实帮助体验。文献综述:通过将基于角色扮演的帮助技能学习的典型过程扩展到应用技能来支持同伴解决真正问题，文献支持更深层次学习的论点。教学启示:讲座、课堂技能练习和指导教师的监督有助于学生与非同学同伴志愿者一起工作。教师密切监督学生在课堂内外的工作，以提供道德的、结构化的、非专业的帮助经验。结论:我们在此强调建构主义和掌握基础的本科帮助技能课程。除了导师的反馈外，学生自己对同伴志愿者的帮助过程的反思也促进了学生的学习和成长。学生助手形容这门课程很有影响力。课程资源可在开放材料中获得。

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引用次数: 0

Experimental Evaluation of Implicit Bias Education in the College Classroom 大学课堂内隐偏见教育的实验评价

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-12-20 DOI: 10.1177/00986283221142016

C. B. Hawkins, Alexis Z. Camp, M. Schunke

Background: One common method of teaching students about diversity, equity, and inclusion is educating them about implicit bias—stereotypes and prejudices that are relatively automatic or unconscious. Research reveals positive impacts of implicit bias education but is limited to organizations and social psychology classrooms. Objective: The purpose of this study was to: (1) create a brief online education about implicit bias that could be adapted broadly in college classrooms and (2) test whether the education intervention improved learning, motivational, and behavioral intention outcomes. Method: We randomly assigned professors of a first-year seminar to instruct their students ( N = 498) to complete a survey containing our dependent measures before or after receiving a bias education intervention, which included completing an Implicit Association Test. Results: The bias education intervention increased objective and subjective knowledge of bias and multicultural competence, awareness of one's own bias, and behavioral intentions to reduce bias. Conclusion: These results suggest that a brief online bias education may be one effective tool in helping to create an inclusive campus environment. Teaching Implications: The publicly available bias education intervention provided here can be used broadly as one component of education around diversity, equity, and inclusion on college campuses.

背景：教授学生多样性、公平性和包容性的一种常见方法是教育他们隐性偏见——相对自动或无意识的刻板印象和偏见。研究揭示了内隐偏见教育的积极影响，但仅限于组织和社会心理学课堂。目的：本研究的目的是：（1）创建一个关于内隐偏见的简短在线教育，可以在大学课堂上广泛应用；（2）测试教育干预是否改善了学习、动机和行为意向结果。方法：我们随机分配一年级研讨会的教授来指导他们的学生（N = 498）完成一项包含我们在接受偏见教育干预之前或之后的依赖性测量的调查，其中包括完成内隐联想测试。结果：偏见教育干预增加了对偏见和多元文化能力的客观和主观知识、对自身偏见的认识以及减少偏见的行为意图。结论：这些结果表明，简短的网络偏见教育可能是创造包容性校园环境的有效工具。教学启示：这里提供的公开的偏见教育干预可以广泛用作大学校园中围绕多样性、公平性和包容性的教育的一个组成部分。

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引用次数: 0

Student Preferences of Virtual and Live Learning Laboratory Experiences 学生对虚拟和现场学习实验室体验的偏好

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-12-19 DOI: 10.1177/00986283221143781

A. Kelling, Nicholas J. Kelling

Background: Given the increased emphasis on active learning in psychology, it is important to use data to enhance these experiences. In learning courses, both live animals and virtual training laboratories have been found to enhance learning, but less research has examined student preferences. Generally, live rats are preferred, but students may resist these experiences. Additionally, both laboratory types have drawbacks. Objective: This study examined student preferences for learning laboratory experiences. Method: The current study surveyed students to understand preferences between laboratory experiences and within a virtual program. Specifically, students were asked preference for species and between realistic and cartoon versions. Results: Participants preferred live animals, but the difficulties of working with live animals may require the use of virtual laboratory programs. For those programs, students preferred realistic dogs. Additionally, based on these preferences a pilot program was designed and tested in a class. The students supported the inclusion of the program for similar classes and provided feedback for improvement. Conclusions: Live animal laboratories are worthwhile when feasible, but well-designed virtual programs can be beneficial for engaging and impactful learning experiences. Teaching Implications: Instructors should consider using live or virtual animal laboratories for psychology of learning courses.

背景:鉴于心理学越来越强调主动学习，使用数据来增强这些体验是很重要的。在学习课程中，人们发现活体动物和虚拟训练实验室都能提高学习效果，但很少有研究调查学生的偏好。一般来说，活老鼠是首选，但学生可能会抵制这些体验。此外，这两种实验室类型都有缺点。目的:本研究考察学生学习实验经验的偏好。方法:目前的研究调查学生了解实验室经验和虚拟程序之间的偏好。具体来说，学生们被问及对物种的偏好，以及在现实版和卡通版之间的偏好。结果:参与者更喜欢活体动物，但与活体动物一起工作的困难可能需要使用虚拟实验室程序。在这些项目中，学生们更喜欢现实中的狗。此外，基于这些偏好，我们设计了一个试点项目，并在班级中进行了测试。学生们支持在类似的课程中加入这个项目，并提供了改进的反馈。结论:在可行的情况下，活体动物实验室是值得的，但设计良好的虚拟程序可以有利于吸引和有影响力的学习经验。教学启示:教师应考虑在学习心理学课程中使用真实或虚拟动物实验室。

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引用次数: 0

Leaks in the Workforce Pipeline: Understanding Barriers to Pursuing Mental Health Careers among Undergraduate Psychology Students 劳动力管道的泄漏：心理学本科生寻求心理健康职业的障碍

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-12-18 DOI: 10.1177/00986283221141370

Nicholas D. Mian, Joan H. Glutting

Mental health workforce capacity has faced significant challenges which have only been exacerbated by COVID-19. Undergraduate students provide a robust entry point of a workforce pipeline, but many do not end up in mental health careers despite high levels of interest in this area. The purpose of this study was to identify career barriers and related factors that might explain why few students enter the mental health workforce. We surveyed undergraduate psychology majors ( N = 230) from a large university about their career interests, career perceptions, vocational identity, perceived barriers, and post-graduation plans. About half of participants were interested in a mental health career but endorsed high levels of barriers, most of which are financial. Vocational identity predicted plans to attend graduate school after controlling for covariates. Despite strong interest in mental health careers, students perceive significant barriers, and only those with the strongest identification with this career are likely to overcome these barriers. Teaching Implications: Psychology faculty can help to address gaps in career knowledge and better support students being well-versed in regional issues and career-related information, such as loan repayment programs.

心理健康劳动力能力面临着重大挑战，新冠肺炎加剧了这些挑战。本科生为劳动力队伍提供了一个强有力的切入点，但尽管人们对这一领域的兴趣很高，但许多人最终并没有从事心理健康职业。本研究的目的是确定职业障碍和相关因素，这些因素可能解释为什么很少有学生进入心理健康工作队伍。我们调查了心理学专业的本科生（N = 230）关于他们的职业兴趣、职业认知、职业身份、感知障碍和毕业后计划。约有一半的参与者对心理健康职业感兴趣，但也认同高水平的障碍，其中大多数是经济障碍。在控制协变量后，职业认同预测了上研究生院的计划。尽管学生们对心理健康职业有着浓厚的兴趣，但他们意识到了重大的障碍，只有那些对这一职业有着最强烈认同的人才有可能克服这些障碍。教学意义：心理学教师可以帮助解决职业知识方面的差距，更好地支持学生精通地区问题和职业相关信息，如贷款偿还计划。

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引用次数: 0

Students in Team-Based Learning Classes Report Greater Perceived Social Support 团队学习班的学生报告称，他们获得了更大的社会支持

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-11-28 DOI: 10.1177/00986283221136865

Laura Madson, Michael C. Hout, Sarah C. Wheat, Marlena R. Fraune

Background: Perceived social support (PSS) is associated with positive outcomes for adolescents and young adults. Team-based learning (TBL) is an evidence-based teaching paradigm that may result in greater PSS among students. Objective: We compared PSS reported by students taught using TBL and non-TBL methods. Method: We measured PSS at the end of three different semesters from face-to-face and online courses. Results: TBL students reported experiencing more PSS than non-TBL students. Teaching Implications: Given the positive outcomes of TBL, more instructors should consider adopting TBL.

背景：感知社会支持（PSS）与青少年和年轻人的积极结果有关。团队学习（TBL）是一种基于证据的教学模式，可能会在学生中产生更大的PSS。目的：我们比较了使用TBL和非TBL方法教学的学生所报告的PSS。方法：我们在三个不同学期结束时通过面对面和在线课程测量PSS。结果：与非TBL学生相比，TBL学生报告经历了更多的PSS。教学启示：鉴于TBL的积极成果，更多的教师应该考虑采用TBL。

引用次数: 0

Initial Evidence for Shifting Race Essentialism Beliefs in the Classroom 种族本质主义信念在课堂上转变的初步证据

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-11-25 DOI: 10.1177/00986283221127384

Danielle M. Young, Leigh S. Wilton, Kristina Howansky

Background: Teaching students about race and racism is critical to and relevant in psychology classrooms. Objective: We explored whether direct instruction dismantling ideas that race is genetic affects students' race essentialist and other related beliefs. Method: Undergraduate students enrolled in four social psychology courses completed measures of race essentialism and other related beliefs before and after engaging in course-directed activities designed to reduce endorsement of biological essentialist beliefs about race. Results: After class activities, students reported lower levels of general racial essentialist beliefs and estimated that more progress is needed to reduce racial inequality. However, attitudes towards racially minoritized groups or perceived need for anti-racist actions did not shift, and colorblind ideology may have increased. Conclusion: These data provide evidence that essentialism shifts can be accomplished in the psychology classroom, but shifting related beliefs may require additional instruction. Teaching Implications: The class activities described in this research provide a way for instructors to introduce students to a new concept (race essentialism) and change students’ beliefs in the genetic underpinning of race.

背景：在心理学课堂上，教授学生种族和种族主义知识至关重要。目的：探讨直接教学是否会影响学生的种族本质主义和其他相关信念。方法：参加四门社会心理学课程的本科生在参加旨在减少对生物本质主义种族信仰认可的课程指导活动之前和之后，完成了种族本质主义和其他相关信仰的测量。结果：在课外活动中，学生们报告说，他们普遍的种族本质主义信仰水平较低，并估计需要取得更多进展来减少种族不平等。然而，对种族少数群体的态度或反种族主义行动的必要性没有改变，色盲意识形态可能有所增加。结论：这些数据提供了证据，证明本质主义的转变可以在心理学课堂上完成，但转变相关的信念可能需要额外的指导。教学启示：本研究中描述的课堂活动为教师向学生介绍一个新概念（种族本质主义）并改变学生对种族遗传基础的信念提供了一种方式。

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引用次数: 1

Social Justice Pedagogy: Diversity, Equity, and Inclusion in the Teaching of Psychology 社会公正教育学：心理学教学中的多样性、公平性和包容性

IF 0.9 4区心理学 Q3 Social Sciences

Teaching of Psychology

Pub Date : 2022-11-14 DOI: 10.1177/00986283221130697

Jasmine A. Mena

Social justice pedagogy in psychology requires keen attention to diversity, equity and inclusion in the content and process of teaching and learning. The contributions to this special issue address both ‘what we teach' and ‘how we teach’ psychology through recommendations for instructor preparation and practices, an expansion of concepts and methods, practical projects and activities, and curricular modifications. Importantly, the contributions raise our consciousness about the harms of oppression and marginalization in the field of psychology and offer us a path toward liberatory pedagogy.

心理学中的社会公正教育学要求在教学内容和过程中高度重视多样性、公平性和包容性。本期特刊的贡献涉及“我们教什么”和“我们如何教”心理学，通过对讲师准备和实践的建议、概念和方法的扩展、实践项目和活动以及课程修改。重要的是，这些贡献提高了我们对心理学领域压迫和边缘化危害的认识，并为我们提供了一条通往解放教育学的道路。

引用次数: 1