Pub Date : 2022-11-13DOI: 10.1177/00986283221120641
A. Governale
Poverty is a central concept in many fields of psychology, yet poorly designed activities regarding wealth inequality may backfire or cause students to become defensive. Many students hold misperceptions about class mobility and lack an understanding of how systemic barriers perpetuate poverty across the lifespan. The activity described demonstrates how access to resources is often not sufficient to reduce wealth inequality over time. Wealth inequity in America has worsened since the 1970s. Subjective perceptions of income are often predictive of well-being above and beyond objective measures. Students’ misperceptions of social class mobility may be changed through activities that elucidate privilege and oppression across different groups. The activity included opportunities for hands-on learning as well as critical reflection in small groups and with the larger class. Students reported the activity was engaging, emotional, and connected to real-life contexts. Activities that ask students to confront their misperceptions about class mobility and personal understanding of privilege and oppression in a non-threatening way may facilitate greater understanding and empathy towards low-income groups.
{"title":"In-Egg-Quality: Teaching Perpetuation of Wealth Inequity Across the Lifespan Through a Hands-On Activity","authors":"A. Governale","doi":"10.1177/00986283221120641","DOIUrl":"https://doi.org/10.1177/00986283221120641","url":null,"abstract":"Poverty is a central concept in many fields of psychology, yet poorly designed activities regarding wealth inequality may backfire or cause students to become defensive. Many students hold misperceptions about class mobility and lack an understanding of how systemic barriers perpetuate poverty across the lifespan. The activity described demonstrates how access to resources is often not sufficient to reduce wealth inequality over time. Wealth inequity in America has worsened since the 1970s. Subjective perceptions of income are often predictive of well-being above and beyond objective measures. Students’ misperceptions of social class mobility may be changed through activities that elucidate privilege and oppression across different groups. The activity included opportunities for hands-on learning as well as critical reflection in small groups and with the larger class. Students reported the activity was engaging, emotional, and connected to real-life contexts. Activities that ask students to confront their misperceptions about class mobility and personal understanding of privilege and oppression in a non-threatening way may facilitate greater understanding and empathy towards low-income groups.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49136414","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 : 2022-11-08DOI: 10.1177/00986283221134594
Christina Shane-Simpson, Emma Desens, Allisyn Kleutsch, Rita Obeid
Background: Limited research has compared relationships among student characteristics, study guide format, and academic performance. Objective: This study investigated relations among student chara...
{"title":"Relationships Among Study Guide Format, Academic Motivation, Self-Efficacy, and Student Grades","authors":"Christina Shane-Simpson, Emma Desens, Allisyn Kleutsch, Rita Obeid","doi":"10.1177/00986283221134594","DOIUrl":"https://doi.org/10.1177/00986283221134594","url":null,"abstract":"Background: Limited research has compared relationships among student characteristics, study guide format, and academic performance. Objective: This study investigated relations among student chara...","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539935","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 : 2022-11-07DOI: 10.1177/00986283221117621
C. Shane-Simpson, R. Obeid, Manna Prescher
Background: Student perceptions of inclusion have been predicted by rapport, and belongingness in face-to-face courses, although these relationships have not been studied across course delivery formats. Objective: This study clarified relationships among course multimedia characteristics, student–professor rapport, instructor and student presence, classroom climate, quality of teaching behaviors, and perceptions of an inclusive classroom in varied course delivery formats. Method: A total of 479 students from two universities completed an online survey assessing their course delivery format, multimedia characteristics, rapport, instructor and student presence, classroom climate, teaching behaviors, and perceptions of an inclusive classroom. Results: Students’ perceptions of inclusion were predicted by course multimedia characteristics (e.g., videos), student–professor rapport, instructor presence, course structure, course clarity, student connectedness, and the quality of teaching behaviors. Conclusion: Inclusive classrooms reflect a myriad of instructor-, student-, and classroom-level characteristics and behaviors. However, the predictive value of these characteristics can change based on the course delivery format. Teaching Implications: Faculty professional development opportunities for inclusive pedagogy should include skill development for course design (multimedia characteristics, structure), professor–student rapport-building and classroom community building, and high-quality teaching behaviors that align with specific course delivery formats.
{"title":"Multimedia Characteristics, Student Relationships, and Teaching Behaviors Predict Perceptions of an Inclusive Classroom Across Course Delivery Format","authors":"C. Shane-Simpson, R. Obeid, Manna Prescher","doi":"10.1177/00986283221117621","DOIUrl":"https://doi.org/10.1177/00986283221117621","url":null,"abstract":"Background: Student perceptions of inclusion have been predicted by rapport, and belongingness in face-to-face courses, although these relationships have not been studied across course delivery formats. Objective: This study clarified relationships among course multimedia characteristics, student–professor rapport, instructor and student presence, classroom climate, quality of teaching behaviors, and perceptions of an inclusive classroom in varied course delivery formats. Method: A total of 479 students from two universities completed an online survey assessing their course delivery format, multimedia characteristics, rapport, instructor and student presence, classroom climate, teaching behaviors, and perceptions of an inclusive classroom. Results: Students’ perceptions of inclusion were predicted by course multimedia characteristics (e.g., videos), student–professor rapport, instructor presence, course structure, course clarity, student connectedness, and the quality of teaching behaviors. Conclusion: Inclusive classrooms reflect a myriad of instructor-, student-, and classroom-level characteristics and behaviors. However, the predictive value of these characteristics can change based on the course delivery format. Teaching Implications: Faculty professional development opportunities for inclusive pedagogy should include skill development for course design (multimedia characteristics, structure), professor–student rapport-building and classroom community building, and high-quality teaching behaviors that align with specific course delivery formats.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47066553","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 : 2022-11-07DOI: 10.1177/00986283221126424
Kelley Haynes-Mendez, Susan A. Nolan, L. Littleford, L. Woolf
Introduction: As an organization with a 75-year history of supporting the teaching of psychology, the Society for the Teaching of Psychology (STP), which also operates as Division 2 of the American Psychological Association, has a significant influence on psychology learning and teaching. Statement of the Problem: In this article, four former STP Vice Presidents for Diversity and International Relations explore STP’s history through the lenses of diversity, equity/social justice, inclusion, and international relations. Literature Review: The paper explores the relevant history of STP and incorporates scholarship of teaching and learning literature through an international and social justice lens. Teaching Implications: The authors discussed ways to support BIPOC and underrepresented instructors of psychology. Conclusion: STP and teachers of psychology play a pivotal role in changing the cultural, structural, and institutional processes representing ongoing barriers to diversity, equity, and inclusion, and social justice within the organization and the teaching of psychology. Instructors of psychology are well positioned to promote systemic and structural changes and advocate for social justice for Black, Indigenous, and People of Color (BIPOC) and other underrepresented teachers of psychology.
简介:美国心理学学会(Society for the teaching of psychology, STP)是一个有着75年历史的支持心理学教学的组织，也是美国心理学会第二分会，对心理学的学习和教学有着重要的影响。问题陈述:在这篇文章中，四名前STP多样性和国际关系副总裁从多样性、公平/社会正义、包容和国际关系的角度探讨了STP的历史。文献综述:本文探讨了STP的相关历史，并从国际和社会正义的角度结合了文学教学的学术研究。教学启示:作者讨论了支持BIPOC和代表性不足的心理学教师的方法。结论:STP和心理学教师在改变文化、结构和制度过程中发挥了关键作用，这些过程代表了组织和心理学教学中多样性、公平、包容和社会正义的持续障碍。心理学教师有能力促进系统和结构的变化，并为黑人、土著和有色人种(BIPOC)和其他未被充分代表的心理学教师倡导社会正义。
{"title":"Diversity, Equity, Inclusion, and Internationalization: Past, Present, and Future of STP","authors":"Kelley Haynes-Mendez, Susan A. Nolan, L. Littleford, L. Woolf","doi":"10.1177/00986283221126424","DOIUrl":"https://doi.org/10.1177/00986283221126424","url":null,"abstract":"Introduction: As an organization with a 75-year history of supporting the teaching of psychology, the Society for the Teaching of Psychology (STP), which also operates as Division 2 of the American Psychological Association, has a significant influence on psychology learning and teaching. Statement of the Problem: In this article, four former STP Vice Presidents for Diversity and International Relations explore STP’s history through the lenses of diversity, equity/social justice, inclusion, and international relations. Literature Review: The paper explores the relevant history of STP and incorporates scholarship of teaching and learning literature through an international and social justice lens. Teaching Implications: The authors discussed ways to support BIPOC and underrepresented instructors of psychology. Conclusion: STP and teachers of psychology play a pivotal role in changing the cultural, structural, and institutional processes representing ongoing barriers to diversity, equity, and inclusion, and social justice within the organization and the teaching of psychology. Instructors of psychology are well positioned to promote systemic and structural changes and advocate for social justice for Black, Indigenous, and People of Color (BIPOC) and other underrepresented teachers of psychology.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46029910","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 : 2022-11-07DOI: 10.1177/00986283221119783
Jasmine A. Mena, J. R. Stevenson
Introduction: Instructors assign grades to communicate to students how well they are learning the course content. However, students and instructors are often displeased with the process and outcome of grading. Statement of the Problem: We contend that conventional grading inadvertently detracts from student learning and simultaneously replicates systems of oppression in academia. We discuss Labor-Based Grading Contracts (LBGCs) as an alternative to conventional grading. Literature Review: We review the conceptual and empirical literature on LBGCs as an alternative method of assessing student work and extend its application to psychology and neuroscience courses. Teaching Implications: We present recommendations for implementing LBGCs and address common concerns instructors have about this approach. We also make a call for more research on LBGCs in psychology and neuroscience teaching and learning. Conclusion: LBGCs represent a promising shift in the purpose and approach to assessing student work and learning by centering laboring to learn and developing skills. LBGCs also create a more equitable grading structure for all students.
{"title":"The Promise of Labor-Based Grading Contracts for the Teaching of Psychology and Neuroscience","authors":"Jasmine A. Mena, J. R. Stevenson","doi":"10.1177/00986283221119783","DOIUrl":"https://doi.org/10.1177/00986283221119783","url":null,"abstract":"Introduction: Instructors assign grades to communicate to students how well they are learning the course content. However, students and instructors are often displeased with the process and outcome of grading. Statement of the Problem: We contend that conventional grading inadvertently detracts from student learning and simultaneously replicates systems of oppression in academia. We discuss Labor-Based Grading Contracts (LBGCs) as an alternative to conventional grading. Literature Review: We review the conceptual and empirical literature on LBGCs as an alternative method of assessing student work and extend its application to psychology and neuroscience courses. Teaching Implications: We present recommendations for implementing LBGCs and address common concerns instructors have about this approach. We also make a call for more research on LBGCs in psychology and neuroscience teaching and learning. Conclusion: LBGCs represent a promising shift in the purpose and approach to assessing student work and learning by centering laboring to learn and developing skills. LBGCs also create a more equitable grading structure for all students.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48879693","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 : 2022-11-07DOI: 10.1177/00986283221129193
E. Varea, Ileana Enesco, Silvia Guerrero, P. Barrios
The study of myths in psychology has conceptual and educational relevance: How to adapt the teaching of psychology to confront myths with grounded knowledge? A first step is to know which myths prevail and its relation to training in psychology. To explore myth's prevalence among Spanish first-year university students of Social (SS) and Engineering Sciences (ES) (Study 1), and among different levels of expertise in psychology (Study 2). Questionnaire including 21 myths. Study 1: 175 first-year SS and ES undergraduates. Study 2: 102 lay, semi-experts and experts in psychology. Lower prevalence of myths among Spanish students than in other countries (approx. 37% vs. 60%), with SS students performing better than ES students. Experts performed significantly better (14% myths endorsed) than lay students (33%), but not than semi-experts (19%). The lower prevalence of myths compared to other countries may be due to methodological and sociocultural aspects. University training in psychology helps to better identify myths but does not eradicate them. Need to reflect on the little progress beyond a medium level of expertise. Teachers and students must identify their own myths and work on them in classroom, promoting critical thinking.
{"title":"Myths of Popular Psychology Among University Students and Teachers: Does Training in Psychology Reduce Belief in Myths?","authors":"E. Varea, Ileana Enesco, Silvia Guerrero, P. Barrios","doi":"10.1177/00986283221129193","DOIUrl":"https://doi.org/10.1177/00986283221129193","url":null,"abstract":"The study of myths in psychology has conceptual and educational relevance: How to adapt the teaching of psychology to confront myths with grounded knowledge? A first step is to know which myths prevail and its relation to training in psychology. To explore myth's prevalence among Spanish first-year university students of Social (SS) and Engineering Sciences (ES) (Study 1), and among different levels of expertise in psychology (Study 2). Questionnaire including 21 myths. Study 1: 175 first-year SS and ES undergraduates. Study 2: 102 lay, semi-experts and experts in psychology. Lower prevalence of myths among Spanish students than in other countries (approx. 37% vs. 60%), with SS students performing better than ES students. Experts performed significantly better (14% myths endorsed) than lay students (33%), but not than semi-experts (19%). The lower prevalence of myths compared to other countries may be due to methodological and sociocultural aspects. University training in psychology helps to better identify myths but does not eradicate them. Need to reflect on the little progress beyond a medium level of expertise. Teachers and students must identify their own myths and work on them in classroom, promoting critical thinking.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41971351","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 : 2022-11-04DOI: 10.1177/00986283221130298
Madeleine Pownall, Chloe Thompson, P. Blundell-Birtill, Samantha J. Newell, Richard Harris
Background: Psychological literacy is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are unique to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects ( N = 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value.
{"title":"Does “Psychological Literacy” Feature in Non-Psychology Degrees? A Cross-Discipline Study of Student Perceptions","authors":"Madeleine Pownall, Chloe Thompson, P. Blundell-Birtill, Samantha J. Newell, Richard Harris","doi":"10.1177/00986283221130298","DOIUrl":"https://doi.org/10.1177/00986283221130298","url":null,"abstract":"Background: Psychological literacy is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are unique to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects ( N = 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41659491","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 : 2022-11-04DOI: 10.1177/00986283221134034
Lisa W. Sublett, Amanda M. Johnston, C. Walther, Christal Seahorn, Georgina L. Moreno, Latoya Brownlee
Students in higher education courses need to practice vital groupwork skills that are increasingly relevant in today's collaborative workplace, which often occurs through small group coursework. The process of forming small groups with students who are committed to the topic and goals is frequently problematic. We review the literature on the advantages and disadvantages of common group formation strategies, such as self-assembly and professor assignment. We discuss the use of a unique method of forming small groups in a university setting through a fun, interactive activity based on the classic “speed-dating” exercise. We recommend that educators consider the use of a speed-interviewing group formation strategy to allow groups to form based on similar topic interests and work styles.
{"title":"Speed-Interviewing for Classroom Group Formation: How a Clever Twist on the Classic “Speed-Dating” Tradition Enhances Small Group Coursework","authors":"Lisa W. Sublett, Amanda M. Johnston, C. Walther, Christal Seahorn, Georgina L. Moreno, Latoya Brownlee","doi":"10.1177/00986283221134034","DOIUrl":"https://doi.org/10.1177/00986283221134034","url":null,"abstract":"Students in higher education courses need to practice vital groupwork skills that are increasingly relevant in today's collaborative workplace, which often occurs through small group coursework. The process of forming small groups with students who are committed to the topic and goals is frequently problematic. We review the literature on the advantages and disadvantages of common group formation strategies, such as self-assembly and professor assignment. We discuss the use of a unique method of forming small groups in a university setting through a fun, interactive activity based on the classic “speed-dating” exercise. We recommend that educators consider the use of a speed-interviewing group formation strategy to allow groups to form based on similar topic interests and work styles.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47608607","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 : 2022-11-04DOI: 10.1177/00986283221126089
Brent Lang, Melanie R. Lemanski, R. Heron, Kara S. Williams
More students with a bachelor’s degree in psychology are seeking graduate studies, though many lack knowledge about the admission process. We created a brief educational presentation to increase student knowledge of the application process, positive outcome expectations for obtaining a master’s degree in psychology, and intention to apply. We recruited N = 55 undergraduate psychology majors at a public university in Texas. We randomly assigned participants to either a 52-min written or video version of the educational presentation. Repeated measures analysis of variance revealed that participants increased their positive outcome expectations for a master’s degree in psychology and increased their perceived knowledge of the application process. Our qualitative content analysis revealed improvements in participants’ objective knowledge of what to include in a curriculum vitae and personal statement, who to ask for a letter of recommendation, and what resources exist for funding graduate school. Professors could consider using evidence-based, brief educational presentations in mentoring undergraduate students on career goals including graduate study in psychology. Additional training may be required to help educational professionals to incorporate evidence-based career planning during key stages of students’ undergraduate psychology study.
{"title":"Improving Undergraduate Psychology Students’ Understanding of the Graduate School Application Process","authors":"Brent Lang, Melanie R. Lemanski, R. Heron, Kara S. Williams","doi":"10.1177/00986283221126089","DOIUrl":"https://doi.org/10.1177/00986283221126089","url":null,"abstract":"More students with a bachelor’s degree in psychology are seeking graduate studies, though many lack knowledge about the admission process. We created a brief educational presentation to increase student knowledge of the application process, positive outcome expectations for obtaining a master’s degree in psychology, and intention to apply. We recruited N = 55 undergraduate psychology majors at a public university in Texas. We randomly assigned participants to either a 52-min written or video version of the educational presentation. Repeated measures analysis of variance revealed that participants increased their positive outcome expectations for a master’s degree in psychology and increased their perceived knowledge of the application process. Our qualitative content analysis revealed improvements in participants’ objective knowledge of what to include in a curriculum vitae and personal statement, who to ask for a letter of recommendation, and what resources exist for funding graduate school. Professors could consider using evidence-based, brief educational presentations in mentoring undergraduate students on career goals including graduate study in psychology. Additional training may be required to help educational professionals to incorporate evidence-based career planning during key stages of students’ undergraduate psychology study.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42762243","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 : 2022-11-01DOI: 10.1177/00986283221125707
Diane L. Finley
{"title":"Writing for STP: A Presidential Surprise","authors":"Diane L. Finley","doi":"10.1177/00986283221125707","DOIUrl":"https://doi.org/10.1177/00986283221125707","url":null,"abstract":"","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47736398","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：