Pub Date : 2024-08-16DOI: 10.1177/14757257241270636
Carmen Herrmann, Barbara Drechsel
This report provides an example implementation of a virtual gaming simulation (VGS) in counseling seminars in teacher education as a tool for learning psychological conversation skills. The theory-practice seminar “Counseling language learners” in a blended learning environment includes the teaching of counseling competencies, followed by actual online counseling sessions with school students. As a further approximation of practice, before gathering their first experience as counselors, preservice teachers play through a virtual simulation of a counseling session in which they can interactively control the counselor's behavior by choosing from a pool of alternatives. In this way, users learn inductively about the functionality of conversational techniques, and begin to anticipate the consequences of their actions. An evaluative study explores the benefits perceived by preservice teachers of the present VGS application. Results indicate high levels of usability and utility of the VGS as well as an aroused situational and topic interest through the task. Confirmatory evaluations are still required.
{"title":"Virtual Gaming Simulation (VGS) in Teacher Education: Fostering Counseling Competencies in Preservice Teachers","authors":"Carmen Herrmann, Barbara Drechsel","doi":"10.1177/14757257241270636","DOIUrl":"https://doi.org/10.1177/14757257241270636","url":null,"abstract":"This report provides an example implementation of a virtual gaming simulation (VGS) in counseling seminars in teacher education as a tool for learning psychological conversation skills. The theory-practice seminar “Counseling language learners” in a blended learning environment includes the teaching of counseling competencies, followed by actual online counseling sessions with school students. As a further approximation of practice, before gathering their first experience as counselors, preservice teachers play through a virtual simulation of a counseling session in which they can interactively control the counselor's behavior by choosing from a pool of alternatives. In this way, users learn inductively about the functionality of conversational techniques, and begin to anticipate the consequences of their actions. An evaluative study explores the benefits perceived by preservice teachers of the present VGS application. Results indicate high levels of usability and utility of the VGS as well as an aroused situational and topic interest through the task. Confirmatory evaluations are still required.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142226670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/14757257241261351
Ines Deibl, Ines Zeitlhofer, Anna Geroldinger, Jörg Zumbach
Recent research has shown a growing interest in myths about teaching and learning and their prevalence among different populations. However, little is known about the extent to which these myths are prevalent among high school students. Future research must focus on methods that best support dispelling these myths to promote high school students in terms of knowledge security, recognition of fake news, and critical thinking, to foster their acquisition of competencies and to implement conceptual change. In the field of natural sciences, studies have shown that the use of learning videos can be an effective method to provoke conceptual change. For this purpose, two versions of a digital learning video (interactive [ N = 36] vs. not interactive [ N = 35]) have been developed to help high school students overcome five common and widely distributed myths (e.g., the learning style myth). The aim of our study was to analyze whether educational videos in an educational psychology context, in this case, neuromyths, can also lead to conceptual change. Furthermore, we wanted to know what role the degree of interactivity of the learning video plays in this. Results reveal that the interventions lead to a reduction of beliefs in myths, but only for those myths that were presented within the interventions. Results also reveal that the interactivity of the video did not make a difference in whether students believed in myths or not.
最近的研究表明，人们对有关教与学的迷思及其在不同人群中的流行程度越来越感兴趣。然而，人们对这些迷思在高中生中的流行程度知之甚少。未来的研究必须关注最能支持消除这些迷思的方法，以促进高中生在知识安全、识别假新闻和批判性思维方面的发展，促进他们获得能力并实施观念转变。在自然科学领域，有研究表明，使用学习视频是引发概念转变的有效方法。为此，我们开发了两个版本的数字学习视频（交互式 [ N = 36] 与非交互式 [ N = 35]），以帮助高中生克服五个常见的、广泛传播的误区（如学习风格误区）。我们的研究旨在分析教育心理学背景下的教育视频（本例中为神经迷思）是否也能导致概念的改变。此外，我们还想知道学习视频的互动程度在其中发挥了什么作用。结果显示，干预措施导致了对神话信仰的减少，但仅限于那些在干预措施中出现的神话。结果还显示，视频的互动性对学生是否相信神话没有影响。
{"title":"Overcoming the Myths: Interactive Learning Environments as Myth Busters in Teaching and Learning","authors":"Ines Deibl, Ines Zeitlhofer, Anna Geroldinger, Jörg Zumbach","doi":"10.1177/14757257241261351","DOIUrl":"https://doi.org/10.1177/14757257241261351","url":null,"abstract":"Recent research has shown a growing interest in myths about teaching and learning and their prevalence among different populations. However, little is known about the extent to which these myths are prevalent among high school students. Future research must focus on methods that best support dispelling these myths to promote high school students in terms of knowledge security, recognition of fake news, and critical thinking, to foster their acquisition of competencies and to implement conceptual change. In the field of natural sciences, studies have shown that the use of learning videos can be an effective method to provoke conceptual change. For this purpose, two versions of a digital learning video (interactive [ N = 36] vs. not interactive [ N = 35]) have been developed to help high school students overcome five common and widely distributed myths (e.g., the learning style myth). The aim of our study was to analyze whether educational videos in an educational psychology context, in this case, neuromyths, can also lead to conceptual change. Furthermore, we wanted to know what role the degree of interactivity of the learning video plays in this. Results reveal that the interventions lead to a reduction of beliefs in myths, but only for those myths that were presented within the interventions. Results also reveal that the interactivity of the video did not make a difference in whether students believed in myths or not.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"424 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141781000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1177/14757257241234165
{"title":"Abstracts of recent articles published in Teaching of Psychology","authors":"","doi":"10.1177/14757257241234165","DOIUrl":"https://doi.org/10.1177/14757257241234165","url":null,"abstract":"","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1177/14757257241237917
{"title":"Abstracts of recent articles published in Psychology Teaching Review","authors":"","doi":"10.1177/14757257241237917","DOIUrl":"https://doi.org/10.1177/14757257241237917","url":null,"abstract":"","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141530157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.1177/14757257241248649
Samantha G. Cary, Mary E. Pritchard, R. Eric Landrum
The undergraduate psychology major is often one of the most popular choices for bachelor's degree-seeking students. Although national and international organizations are devoted to broad interests, there does not seem to be much coordinated effort—on any level—to comprehend and advocate on behalf of psychology baccalaureates. In this review article, we expand on psychology workforce literacy, focusing on a psychology major's ability to navigate the college-to-career transition. Psychology workforce literacy is more than exploring and knowing the options with a psychology bachelor's degree. It is also about self-confidence to make meaningful decisions about the next steps in one's career path, and many of these ideas emerge from the career development literature. We present ideas about how faculty can prepare undergraduate students with psychological workforce literacy knowledge and skills, curriculum options, and the pedagogical/assessment supports that faculty will need to know that their efforts are effective.
{"title":"Psychology Workforce Literacy: A Gap Worth Minding","authors":"Samantha G. Cary, Mary E. Pritchard, R. Eric Landrum","doi":"10.1177/14757257241248649","DOIUrl":"https://doi.org/10.1177/14757257241248649","url":null,"abstract":"The undergraduate psychology major is often one of the most popular choices for bachelor's degree-seeking students. Although national and international organizations are devoted to broad interests, there does not seem to be much coordinated effort—on any level—to comprehend and advocate on behalf of psychology baccalaureates. In this review article, we expand on psychology workforce literacy, focusing on a psychology major's ability to navigate the college-to-career transition. Psychology workforce literacy is more than exploring and knowing the options with a psychology bachelor's degree. It is also about self-confidence to make meaningful decisions about the next steps in one's career path, and many of these ideas emerge from the career development literature. We present ideas about how faculty can prepare undergraduate students with psychological workforce literacy knowledge and skills, curriculum options, and the pedagogical/assessment supports that faculty will need to know that their efforts are effective.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"154 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140837049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-29DOI: 10.1177/14757257241248425
Ana I. Ruiz, Roger N. Reeb, Tia N. Turner, Robert G. Bringle, Patti H. Clayton
Service-learning can produce timely paradigmatic shifts in the psychology curriculum and in teaching practices. This innovative pedagogy enhances students’ academic learning, personal growth, civic development, and professional development. Service-learning pedagogy also has the potential of enhancing students’ understanding of, and commitment to, “glocal” (global-local) issues as expressed in the United Nations’ Sustainable Development Goals. Service-learning is defined and proffered to transform the undergraduate psychology curriculum by engaging the department faculty to align course outcomes and scaffold community-engaged activities from the introductory to capstone courses. This transformation is illustrated with a major contemporary challenge: climate change.
{"title":"Service-learning: An Empirically Driven and Transformational Pedagogy to Develop Psychologically Literate Citizens for Contemporary Challenges","authors":"Ana I. Ruiz, Roger N. Reeb, Tia N. Turner, Robert G. Bringle, Patti H. Clayton","doi":"10.1177/14757257241248425","DOIUrl":"https://doi.org/10.1177/14757257241248425","url":null,"abstract":"Service-learning can produce timely paradigmatic shifts in the psychology curriculum and in teaching practices. This innovative pedagogy enhances students’ academic learning, personal growth, civic development, and professional development. Service-learning pedagogy also has the potential of enhancing students’ understanding of, and commitment to, “glocal” (global-local) issues as expressed in the United Nations’ Sustainable Development Goals. Service-learning is defined and proffered to transform the undergraduate psychology curriculum by engaging the department faculty to align course outcomes and scaffold community-engaged activities from the introductory to capstone courses. This transformation is illustrated with a major contemporary challenge: climate change.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-16DOI: 10.1177/14757257241246599
Jennifer Raimann, Natalia Reich-Stiebert, Jan-Bennet Voltmer, Stefan Stürmer
Background: Male students’ achievements in female-dominated study programs have garnered limited research attention. This study investigates the relationship between psychology students’ perceived diversity climate and their learning outcomes in a gender-mixed computer-supported collaborative learning (CSCL) course in introductory psychology. Our main hypotheses were that the diversity climate—learning outcome relationships would be stronger for male (gender minority) than for female students (gender majority). Methods: This study used data from a large sample of university first-year students at a blended learning university ( n = 1,172, 75% female) with three points of measurement in a 9-week CSCL assignment. Findings: Moderated-mediation regression analyses confirmed that students’ perceptions of the diversity climate in their CSCL group were significantly related to gains in online learning self-efficacy among male, but not female students. Furthermore, by increasing gains in self-efficacy, climate perceptions also translated into better quiz performance among male students. Contributions: This study shows that for men perceived diversity climate is a significant determinant of their individual learning outcomes. This calls for paying more attention to the minority perspectives of males in female-dominated psychological programs to better understand why this is the case.
{"title":"Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning","authors":"Jennifer Raimann, Natalia Reich-Stiebert, Jan-Bennet Voltmer, Stefan Stürmer","doi":"10.1177/14757257241246599","DOIUrl":"https://doi.org/10.1177/14757257241246599","url":null,"abstract":"Background: Male students’ achievements in female-dominated study programs have garnered limited research attention. This study investigates the relationship between psychology students’ perceived diversity climate and their learning outcomes in a gender-mixed computer-supported collaborative learning (CSCL) course in introductory psychology. Our main hypotheses were that the diversity climate—learning outcome relationships would be stronger for male (gender minority) than for female students (gender majority). Methods: This study used data from a large sample of university first-year students at a blended learning university ( n = 1,172, 75% female) with three points of measurement in a 9-week CSCL assignment. Findings: Moderated-mediation regression analyses confirmed that students’ perceptions of the diversity climate in their CSCL group were significantly related to gains in online learning self-efficacy among male, but not female students. Furthermore, by increasing gains in self-efficacy, climate perceptions also translated into better quiz performance among male students. Contributions: This study shows that for men perceived diversity climate is a significant determinant of their individual learning outcomes. This calls for paying more attention to the minority perspectives of males in female-dominated psychological programs to better understand why this is the case.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140615407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-15DOI: 10.1177/14757257241239622
Anand Krishna, Julia Grund
Writing a final thesis is an important step for many students. Many thesis programs in research-oriented fields are structured as projects in which there is a one-to-one working relationship with a supervisor. In addition, the thesis’ final grade is often perceived as particularly important. This research uses a cross-sectional survey design ( N = 217) to assess student-perceived supervisor motivation and experienced grade pressure as predictors of student motivation when writing their thesis. Derived from expectancy-value models, valence, expectancy, and instrumentality towards achieving a good thesis grade as well as stress from the thesis work are assessed as mediating variables. The results indicate that, as hypothesized, high student-perceived supervisor motivation is associated with higher motivation components and less stress. Grade pressure is associated with higher valence, but also more stress. In turn, motivational components are positively and stress negatively associated with student motivation. The mediation analysis suggests a partially mediated positive effect of student-perceived supervisor motivation and a suppressed net zero effect of grade pressure on student motivation. Although this research cannot establish causality, the results suggest that motivating supervisors may improve student motivation in thesis writing significantly. Furthermore, the negative effects of high grade pressure may not extend to student motivation.
{"title":"Student-Perceived Supervisor Motivation and Grade Pressure as Predictors of German Psychology Students’ Thesis Motivation","authors":"Anand Krishna, Julia Grund","doi":"10.1177/14757257241239622","DOIUrl":"https://doi.org/10.1177/14757257241239622","url":null,"abstract":"Writing a final thesis is an important step for many students. Many thesis programs in research-oriented fields are structured as projects in which there is a one-to-one working relationship with a supervisor. In addition, the thesis’ final grade is often perceived as particularly important. This research uses a cross-sectional survey design ( N = 217) to assess student-perceived supervisor motivation and experienced grade pressure as predictors of student motivation when writing their thesis. Derived from expectancy-value models, valence, expectancy, and instrumentality towards achieving a good thesis grade as well as stress from the thesis work are assessed as mediating variables. The results indicate that, as hypothesized, high student-perceived supervisor motivation is associated with higher motivation components and less stress. Grade pressure is associated with higher valence, but also more stress. In turn, motivational components are positively and stress negatively associated with student motivation. The mediation analysis suggests a partially mediated positive effect of student-perceived supervisor motivation and a suppressed net zero effect of grade pressure on student motivation. Although this research cannot establish causality, the results suggest that motivating supervisors may improve student motivation in thesis writing significantly. Furthermore, the negative effects of high grade pressure may not extend to student motivation.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"2012 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140150115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-15DOI: 10.1177/14757257241236862
Patrick Rosenkranz, Alecia Cotterell, Amy Fielden, Charlotte Hope, Trevor James, Billie Moffat-Knox
Enterprise challenges are teaching activities that allow students to develop and pitch a creative idea in response to a real-life challenge, usually posed by a charitable organisation. Students work in teams to develop their ideas and draw on their subject knowledge, as well as entrepreneurial processes, to articulate their product or service that addresses the challenge. These activities have the potential to enhance psychological literacy as they provide an opportunity to utilise psychological knowledge and skills in novel and unfamiliar ways and urges students to find creative solutions to societal problems. This article presents the rationale and structure to design an enterprise challenge in psychology teaching and uses two case studies to show diverse ways of delivering these teaching events. Evaluation data from six previous challenges show that students self-rate their perceived psychological literacy and entrepreneurial orientation higher after having participated in an enterprise challenge. These teaching activities present a propitious way of enhancing psychological literacy in the curriculum and supporting students on their journey to develop as global citizens.
{"title":"Not Exactly Dragon's Den: Enterprise Challenges can Enhance Psychological Literacy","authors":"Patrick Rosenkranz, Alecia Cotterell, Amy Fielden, Charlotte Hope, Trevor James, Billie Moffat-Knox","doi":"10.1177/14757257241236862","DOIUrl":"https://doi.org/10.1177/14757257241236862","url":null,"abstract":"Enterprise challenges are teaching activities that allow students to develop and pitch a creative idea in response to a real-life challenge, usually posed by a charitable organisation. Students work in teams to develop their ideas and draw on their subject knowledge, as well as entrepreneurial processes, to articulate their product or service that addresses the challenge. These activities have the potential to enhance psychological literacy as they provide an opportunity to utilise psychological knowledge and skills in novel and unfamiliar ways and urges students to find creative solutions to societal problems. This article presents the rationale and structure to design an enterprise challenge in psychology teaching and uses two case studies to show diverse ways of delivering these teaching events. Evaluation data from six previous challenges show that students self-rate their perceived psychological literacy and entrepreneurial orientation higher after having participated in an enterprise challenge. These teaching activities present a propitious way of enhancing psychological literacy in the curriculum and supporting students on their journey to develop as global citizens.","PeriodicalId":517402,"journal":{"name":"Psychology Learning & Teaching","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140150034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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