Pub Date : 2022-08-22DOI: 10.1177/00986283221116882
Traci A. Giuliano
Because plagiarism is such a common form of academic dishonesty, many instructors are seeking ways to effectively teach students to avoid plagiarism. The current study tested the effectiveness of a 3-pronged intervention to teach students in an upper-level psychology course to better understand plagiarism. The intervention involved three different assignments across the first part of the semester: an online plagiarism tutorial, an in-class lecture over a plagiarism handout, and a follow-up homework exercise that helped students apply what they learned from the tutorial and handout. Study 1 showed that students in the intervention class scored higher on an end-of-semester plagiarism test compared to a control group of classes that did not use the intervention. Study 2 replicated these results and ruled out the possibility of preexisting differences in plagiarism knowledge by comparing plagiarism test scores on a beginning-of-semester pretest and an end-of-semester posttest in both the intervention and control classes. The results of this naturalistic, quasi-experimental study suggest that multiple exposures to anti-plagiarism instruction in different formats can be effective. Psychology instructors can improve students’ understanding of plagiarism and how to avoid it by using this 3-pronged approach in their courses.
{"title":"A 3-Pronged Approach for Teaching Psychology Students to Understand and Avoid Plagiarism","authors":"Traci A. Giuliano","doi":"10.1177/00986283221116882","DOIUrl":"https://doi.org/10.1177/00986283221116882","url":null,"abstract":"Because plagiarism is such a common form of academic dishonesty, many instructors are seeking ways to effectively teach students to avoid plagiarism. The current study tested the effectiveness of a 3-pronged intervention to teach students in an upper-level psychology course to better understand plagiarism. The intervention involved three different assignments across the first part of the semester: an online plagiarism tutorial, an in-class lecture over a plagiarism handout, and a follow-up homework exercise that helped students apply what they learned from the tutorial and handout. Study 1 showed that students in the intervention class scored higher on an end-of-semester plagiarism test compared to a control group of classes that did not use the intervention. Study 2 replicated these results and ruled out the possibility of preexisting differences in plagiarism knowledge by comparing plagiarism test scores on a beginning-of-semester pretest and an end-of-semester posttest in both the intervention and control classes. The results of this naturalistic, quasi-experimental study suggest that multiple exposures to anti-plagiarism instruction in different formats can be effective. Psychology instructors can improve students’ understanding of plagiarism and how to avoid it by using this 3-pronged approach in their courses.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64895860","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 : 2022-07-14DOI: 10.1177/00986283221108129
Alison E. Kelly, Jenna N. Laurin, Virginia Clinton-Lisell
Historically marginalized psychologists are underrepresented in history of psychology textbooks, which contributes to their poor recognition by psychology students. Open Educational Resources (OERs) offer a viable solution to inadequate pioneer representation. This study sought to replicate and extend prior research by examining whether diverse and inclusive OERs related to students’ pioneer recognition and perceptions of course material identity representation (recognitive justice). Undergraduate students ( N = 50) enrolled in a History of Psychology course completed a pioneer recognition test at the beginning and end of the semester. Students’ perceptions of recognitive justice and the OERs were also assessed. Initial pioneer recognition benefitted white pioneers and pioneering men. Follow-up recognition significantly improved for all pioneer groups. Students reported positive perceptions of OERs, and feelings of recognitive justice were associated with final grades. Undergraduate psychology students need exposure to marginalized pioneers prior to taking a history of psychology course. A more inclusive history of psychology curriculum improves students’ marginalized pioneer recognition and may benefit their course performance. Given the absence of women and pioneers of color in commercial textbooks, teachers of the history of psychology should consider using OERs to achieve more diverse pioneer representation in their curricula.
{"title":"Making Psychology’s Hidden Figures Visible Using Open Educational Resources: A Replication and Extension Study","authors":"Alison E. Kelly, Jenna N. Laurin, Virginia Clinton-Lisell","doi":"10.1177/00986283221108129","DOIUrl":"https://doi.org/10.1177/00986283221108129","url":null,"abstract":"Historically marginalized psychologists are underrepresented in history of psychology textbooks, which contributes to their poor recognition by psychology students. Open Educational Resources (OERs) offer a viable solution to inadequate pioneer representation. This study sought to replicate and extend prior research by examining whether diverse and inclusive OERs related to students’ pioneer recognition and perceptions of course material identity representation (recognitive justice). Undergraduate students ( N = 50) enrolled in a History of Psychology course completed a pioneer recognition test at the beginning and end of the semester. Students’ perceptions of recognitive justice and the OERs were also assessed. Initial pioneer recognition benefitted white pioneers and pioneering men. Follow-up recognition significantly improved for all pioneer groups. Students reported positive perceptions of OERs, and feelings of recognitive justice were associated with final grades. Undergraduate psychology students need exposure to marginalized pioneers prior to taking a history of psychology course. A more inclusive history of psychology curriculum improves students’ marginalized pioneer recognition and may benefit their course performance. Given the absence of women and pioneers of color in commercial textbooks, teachers of the history of psychology should consider using OERs to achieve more diverse pioneer representation in their curricula.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45217354","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 : 2022-07-13DOI: 10.1177/00986283221114196
Robert S. Ryan, James A. Koppenhofer
College students often do not retain what they learn in Statistics in order to apply it in Experimental Psychology. Self-explanation, that is, elaborating on what one is trying to learn by asking questions, making inferences, etc., improves learning and may improve retention. The purpose of this study was to determine whether self-explanation was superior to students’ usual study methods specifically for learning some basic concepts in statistics, and, if so, if it was similarly useful for retention a semester after the initial learning. We used 199 college students as participants in a randomized, between participant, two-part experiment examining the effects of training by prompting self-explanations as a potential solution to this applied problem. The self-explanations that we elicited improved initial learning and were superior to students’ usual study methods, but did not benefit retention. Future research on improving the quality of the self-explanations and training with spaced retrieval practice, in order to benefit retention, is suggested. Self-explanation should be implemented for teaching statistics in order to benefit initial learning. However, teachers should explore other methods to accomplish retention.
{"title":"Prompted Self-Explanations Improve Learning in Statistics but Not Retention","authors":"Robert S. Ryan, James A. Koppenhofer","doi":"10.1177/00986283221114196","DOIUrl":"https://doi.org/10.1177/00986283221114196","url":null,"abstract":"College students often do not retain what they learn in Statistics in order to apply it in Experimental Psychology. Self-explanation, that is, elaborating on what one is trying to learn by asking questions, making inferences, etc., improves learning and may improve retention. The purpose of this study was to determine whether self-explanation was superior to students’ usual study methods specifically for learning some basic concepts in statistics, and, if so, if it was similarly useful for retention a semester after the initial learning. We used 199 college students as participants in a randomized, between participant, two-part experiment examining the effects of training by prompting self-explanations as a potential solution to this applied problem. The self-explanations that we elicited improved initial learning and were superior to students’ usual study methods, but did not benefit retention. Future research on improving the quality of the self-explanations and training with spaced retrieval practice, in order to benefit retention, is suggested. Self-explanation should be implemented for teaching statistics in order to benefit initial learning. However, teachers should explore other methods to accomplish retention.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44920663","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 : 2022-07-12DOI: 10.1177/00986283221112428
A. Kemp, Jessica K. Mead, Z. Fisher
The wellbeing of university students is deteriorating, highlighting a critical role for institutions to better support student wellbeing. The goal of this work is to determine whether a final-year undergraduate wellbeing science module, inspired by recent theoretical developments, improved wellbeing during the COVID-19 pandemic. Participants ( N = 128) completed a brief online questionnaire including the Warwick-Edinburgh Mental Well-being Scale across baseline and follow-up assessments. Analysis involved 2 group (intervention, control) × 2 time (baseline T1, follow-up T2) mixed-effects analysis of variance (ANOVA) and one-sample t-tests to compare the intervention group with population-based norms for adults aged 16–75+. A significant interaction effect was observed , reflecting an increase in wellbeing in the intervention group in T2 relative to T1. Comparisons with published norms, further highlighted the beneficial impact of the module. Encouraging connection to self, others and nature has beneficial impacts on wellbeing, consistent with a modern science of wellbeing. Students learn the latest wellbeing theory, spanning the individual to the planet, and engage with opportunities to improve wellbeing, broadly defined. Teaching materials are made freely available for instructors wishing to develop a similar module or adapt materials for other purposes.
{"title":"Improving Student Wellbeing: Evidence From a Mixed Effects Design and Comparison to Normative Data","authors":"A. Kemp, Jessica K. Mead, Z. Fisher","doi":"10.1177/00986283221112428","DOIUrl":"https://doi.org/10.1177/00986283221112428","url":null,"abstract":"The wellbeing of university students is deteriorating, highlighting a critical role for institutions to better support student wellbeing. The goal of this work is to determine whether a final-year undergraduate wellbeing science module, inspired by recent theoretical developments, improved wellbeing during the COVID-19 pandemic. Participants ( N = 128) completed a brief online questionnaire including the Warwick-Edinburgh Mental Well-being Scale across baseline and follow-up assessments. Analysis involved 2 group (intervention, control) × 2 time (baseline T1, follow-up T2) mixed-effects analysis of variance (ANOVA) and one-sample t-tests to compare the intervention group with population-based norms for adults aged 16–75+. A significant interaction effect was observed , reflecting an increase in wellbeing in the intervention group in T2 relative to T1. Comparisons with published norms, further highlighted the beneficial impact of the module. Encouraging connection to self, others and nature has beneficial impacts on wellbeing, consistent with a modern science of wellbeing. Students learn the latest wellbeing theory, spanning the individual to the planet, and engage with opportunities to improve wellbeing, broadly defined. Teaching materials are made freely available for instructors wishing to develop a similar module or adapt materials for other purposes.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42324149","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 : 2022-07-11DOI: 10.1177/00986283221100276
Jennifer L. Beaudry, Matt N. Williams, Michael C. Philipp, Emily J. Kothe
BackgroundUnderstanding students’ naive conceptions about the norms that guide scientific best practice is important so that teachers can adapt to students’ existing understandings.ObjectiveWe exam...
{"title":"What do Incoming University Students Believe About Open Science Practices in Psychology?","authors":"Jennifer L. Beaudry, Matt N. Williams, Michael C. Philipp, Emily J. Kothe","doi":"10.1177/00986283221100276","DOIUrl":"https://doi.org/10.1177/00986283221100276","url":null,"abstract":"BackgroundUnderstanding students’ naive conceptions about the norms that guide scientific best practice is important so that teachers can adapt to students’ existing understandings.ObjectiveWe exam...","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539938","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 : 2022-07-04DOI: 10.1177/00986283221111749
Joseph J. Slade, R. Gurung
Textbooks shape the content and structure of most introductory psychology courses. It is important to compare the content of textbooks to assist educators in making the best textbook choice. The purpose of this study was to conduct an analysis of five commonly used introductory psychology textbooks and examine the extent of overlap in their content coverage. Two trained readers identified 3878 key terms after performing a page-by-page content analysis. Commonality among texts was assessed by determining how many textbooks included each term. Coverage of psychology topics differed significantly across textbooks with 2766 terms (71%) unique to a single textbook. There were 494 terms (163%), 263 terms (73%), and 201 terms (5%) appearing in two, three, and four books, respectively. Only 154 terms (4%) were common to all five. Given our results and how reliant course instructors are on textbooks, it appears introductory psychology students may not be exposed to similar vocabulary. Introductory psychology textbooks may be similar at a chapter and topic level but do not share as much specific content as may be commonly believed. Instructors should take the time to check if the content matches course goals and expectations.
{"title":"Not Quite on the Same Page: Comparing Key Terms in Introductory Psychology Textbooks","authors":"Joseph J. Slade, R. Gurung","doi":"10.1177/00986283221111749","DOIUrl":"https://doi.org/10.1177/00986283221111749","url":null,"abstract":"Textbooks shape the content and structure of most introductory psychology courses. It is important to compare the content of textbooks to assist educators in making the best textbook choice. The purpose of this study was to conduct an analysis of five commonly used introductory psychology textbooks and examine the extent of overlap in their content coverage. Two trained readers identified 3878 key terms after performing a page-by-page content analysis. Commonality among texts was assessed by determining how many textbooks included each term. Coverage of psychology topics differed significantly across textbooks with 2766 terms (71%) unique to a single textbook. There were 494 terms (163%), 263 terms (73%), and 201 terms (5%) appearing in two, three, and four books, respectively. Only 154 terms (4%) were common to all five. Given our results and how reliant course instructors are on textbooks, it appears introductory psychology students may not be exposed to similar vocabulary. Introductory psychology textbooks may be similar at a chapter and topic level but do not share as much specific content as may be commonly believed. Instructors should take the time to check if the content matches course goals and expectations.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43740292","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 : 2022-06-22DOI: 10.1177/00986283221110518
Persis Driver, Tracy L. Caldwell, Lance Grunert
Background Undergraduate teaching assistants (UTAs) are associated with increased student performance and belongingness. Yet, when given a choice, not all students leverage UTA-facilitated opportunities equally. Objective This study explores motivational and contextual factors that underlie individual differences in students’ willingness to attend UTA facilitated supplemental workshops and the impact of such engagement on their achievement. Method Undergraduates (N = 112) in research and statistics courses completed measures of help-seeking, social fit, and expectancy value three times across the semester. Responses were compared to students’ attendance records, exam scores, and open-ended responses evaluating benefits and challenges of working with UTAs. Results Given the choice, a majority of students chose to attend workshops and consistent participation was positively correlated with exam performance. Yet help-seeking intentions, social fit, value beliefs, and perceived obstacles rather than incentives or perceived costs explained individual differences in workshop participation itself. Conclusion UTAs can improve peer’s achievement but simply providing students with opportunities to interact with UTAs is inadequate. Scaffolding active participation in UTA-led workshops requires addressing students’ motivational orientations. Teaching Implications To improve participation in peer-led opportunities, UTAs and faculty must generate an integrated model emphasizing value, normalizing help-seeking, and working to remove barriers.
{"title":"Exploring UTA Effectiveness: Leveraging Undergraduate Teaching Assistants for Student Learning and Help-Seeking","authors":"Persis Driver, Tracy L. Caldwell, Lance Grunert","doi":"10.1177/00986283221110518","DOIUrl":"https://doi.org/10.1177/00986283221110518","url":null,"abstract":"Background Undergraduate teaching assistants (UTAs) are associated with increased student performance and belongingness. Yet, when given a choice, not all students leverage UTA-facilitated opportunities equally. Objective This study explores motivational and contextual factors that underlie individual differences in students’ willingness to attend UTA facilitated supplemental workshops and the impact of such engagement on their achievement. Method Undergraduates (N = 112) in research and statistics courses completed measures of help-seeking, social fit, and expectancy value three times across the semester. Responses were compared to students’ attendance records, exam scores, and open-ended responses evaluating benefits and challenges of working with UTAs. Results Given the choice, a majority of students chose to attend workshops and consistent participation was positively correlated with exam performance. Yet help-seeking intentions, social fit, value beliefs, and perceived obstacles rather than incentives or perceived costs explained individual differences in workshop participation itself. Conclusion UTAs can improve peer’s achievement but simply providing students with opportunities to interact with UTAs is inadequate. Scaffolding active participation in UTA-led workshops requires addressing students’ motivational orientations. Teaching Implications To improve participation in peer-led opportunities, UTAs and faculty must generate an integrated model emphasizing value, normalizing help-seeking, and working to remove barriers.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45304717","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 : 2022-06-22DOI: 10.1177/00986283211056886
Lorien S. Jordan
Introduction This paper merges two neglected components within the psychological sciences broadly and research methods courses specifically: Critical whiteness and qualitative methodologies. Statement of the Problem In psychology programs, regardless of discipline, research courses remain one area where issues of race and racism, such as critical whiteness, are deemphasized. Similarly, methods courses rarely integrate qualitative inquiry and critical theory. Literature Review First, I briefly review the relevant literature on the state of qualitative research in psychology. I then discuss critical whiteness, contextualizing the idea of whiteness, before moving into a review of the current research on whiteness in psychology. Teaching Implications I present three experiential learning activities that further students’ skill development in qualitative methods while learning about three specific aspects of whiteness. Practicing observations, photovoice, and qualitative coding, students can reflect on the pervasiveness of white culture, colorblind racism, and racial microaggressions. Conclusion The activities described in this article provide instructors one avenue to engage various aspects of whiteness and qualitative methods, phenomena routinely overlooked in graduate training.
{"title":"Integrating Qualitative Inquiry and Critical Whiteness in Psychology Research Methods Courses","authors":"Lorien S. Jordan","doi":"10.1177/00986283211056886","DOIUrl":"https://doi.org/10.1177/00986283211056886","url":null,"abstract":"Introduction This paper merges two neglected components within the psychological sciences broadly and research methods courses specifically: Critical whiteness and qualitative methodologies. Statement of the Problem In psychology programs, regardless of discipline, research courses remain one area where issues of race and racism, such as critical whiteness, are deemphasized. Similarly, methods courses rarely integrate qualitative inquiry and critical theory. Literature Review First, I briefly review the relevant literature on the state of qualitative research in psychology. I then discuss critical whiteness, contextualizing the idea of whiteness, before moving into a review of the current research on whiteness in psychology. Teaching Implications I present three experiential learning activities that further students’ skill development in qualitative methods while learning about three specific aspects of whiteness. Practicing observations, photovoice, and qualitative coding, students can reflect on the pervasiveness of white culture, colorblind racism, and racial microaggressions. Conclusion The activities described in this article provide instructors one avenue to engage various aspects of whiteness and qualitative methods, phenomena routinely overlooked in graduate training.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567687","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 : 2022-06-21DOI: 10.1177/00986283221110542
Sara G. Goodman
Cognitive psychology courses are rich in content that can be useful to broad audiences. Much of the foundational research presented in course texts is conducted in highly constrained laboratory settings, making the concepts difficult to apply or use in the real world. Students in cognitive psychology classes may not readily notice practical applications for the content. Standard assessments (e.g. written research papers) fail to capture the real-world applications of cognitive phenomena. Using an applied framework can motivate engagement in cognition. The use of an Unessay project in undergraduate cognitive psychology courses requires students to present a key construct in any format except an essay. Unessay projects originated in the humanities, and are an excellent fit for psychology. The Unessay is a useful vehicle for identifying and presenting the application of a cognitive construct in the real world. Students are required to convey that information in a creative, non-essay format. Instructions, a rubric and examples are provided. The Unessay is a novel approach to a course project in cognitive psychology that can motivate student interest while aligning with several APA outcomes for psychology majors.
{"title":"Just as Long as It’s Not an Essay: The Unessay as a Tool for Engagement in a Cognitive Psychology Course","authors":"Sara G. Goodman","doi":"10.1177/00986283221110542","DOIUrl":"https://doi.org/10.1177/00986283221110542","url":null,"abstract":"Cognitive psychology courses are rich in content that can be useful to broad audiences. Much of the foundational research presented in course texts is conducted in highly constrained laboratory settings, making the concepts difficult to apply or use in the real world. Students in cognitive psychology classes may not readily notice practical applications for the content. Standard assessments (e.g. written research papers) fail to capture the real-world applications of cognitive phenomena. Using an applied framework can motivate engagement in cognition. The use of an Unessay project in undergraduate cognitive psychology courses requires students to present a key construct in any format except an essay. Unessay projects originated in the humanities, and are an excellent fit for psychology. The Unessay is a useful vehicle for identifying and presenting the application of a cognitive construct in the real world. Students are required to convey that information in a creative, non-essay format. Instructions, a rubric and examples are provided. The Unessay is a novel approach to a course project in cognitive psychology that can motivate student interest while aligning with several APA outcomes for psychology majors.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41612168","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 : 2022-06-21DOI: 10.1177/00986283221095045
K. Multhaup, Dustin Smith, Adam Hunter, M. M. Boyd, Scott Tonidandel
Academic role (undergraduates, professors) and institutional context (liberal arts colleges, research universities) may affect how ethical psychology professors’ behaviors seem. This study assessed whether academic role and institutional context related to ratings of professorial behaviors’ ethicality. A national sample ( N = 608) rated 70 professorial behaviors (e.g., unethical in virtually all circumstances to ethical in virtually all circumstances) across four domains: teaching, grading, relationships, and professional procedure. G-test of independence analyses yielded differences across academic role (student, professor) for 57% of teaching behaviors, 50% of grading behaviors, 63% of relationship behaviors, and 52% of professional procedure behaviors, although the difference was often a matter of degree rather than kind (ethical or unethical). Differences across institution type (liberal arts college, research university) were largest for relationship behaviors (25%) compared with teaching, grading, and policy behaviors (5%, 0%, 4%, respectively). The data highlight the need for professors’ transparency and reinforce calls for the APA Ethics Code to consider context when defining ethical standards for psychologists’ behaviors. The data set can enhance undergraduate education about the APA Ethics Code and spark discussion about sampling (e.g., limitations of this study are homogenous samples, including high-achieving undergraduates).
{"title":"The Ethics of Psychology Professors’ Behaviors: Perceptions From Both Sides of the Podium","authors":"K. Multhaup, Dustin Smith, Adam Hunter, M. M. Boyd, Scott Tonidandel","doi":"10.1177/00986283221095045","DOIUrl":"https://doi.org/10.1177/00986283221095045","url":null,"abstract":"Academic role (undergraduates, professors) and institutional context (liberal arts colleges, research universities) may affect how ethical psychology professors’ behaviors seem. This study assessed whether academic role and institutional context related to ratings of professorial behaviors’ ethicality. A national sample ( N = 608) rated 70 professorial behaviors (e.g., unethical in virtually all circumstances to ethical in virtually all circumstances) across four domains: teaching, grading, relationships, and professional procedure. G-test of independence analyses yielded differences across academic role (student, professor) for 57% of teaching behaviors, 50% of grading behaviors, 63% of relationship behaviors, and 52% of professional procedure behaviors, although the difference was often a matter of degree rather than kind (ethical or unethical). Differences across institution type (liberal arts college, research university) were largest for relationship behaviors (25%) compared with teaching, grading, and policy behaviors (5%, 0%, 4%, respectively). The data highlight the need for professors’ transparency and reinforce calls for the APA Ethics Code to consider context when defining ethical standards for psychologists’ behaviors. The data set can enhance undergraduate education about the APA Ethics Code and spark discussion about sampling (e.g., limitations of this study are homogenous samples, including high-achieving undergraduates).","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47838680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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