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  Subjects -> PSYCHOLOGY (Total: 983 journals)
Showing 601 - 174 of 174 Journals sorted by number of followers
Academic Psychiatry and Psychology Journal : APPJ     Open Access   (Followers: 42)
Advanced Journal of Professional Practice     Open Access   (Followers: 32)
Adaptive Human Behavior and Physiology     Hybrid Journal   (Followers: 12)
Advances in Neurodevelopmental Disorders     Hybrid Journal   (Followers: 8)
Aging Psychology     Open Access   (Followers: 8)
Adolescent Research Review     Hybrid Journal   (Followers: 7)
Behavior and Social Issues     Full-text available via subscription   (Followers: 7)
Forensic Science International : Mind and Law     Open Access   (Followers: 7)
Lamella     Open Access   (Followers: 7)
Evolution, Mind and Behaviour     Full-text available via subscription   (Followers: 7)
Current Research in Ecological and Social Psychology     Open Access   (Followers: 7)
Mediation Theory and Practice     Full-text available via subscription   (Followers: 7)
Quality and User Experience     Hybrid Journal   (Followers: 6)
Affective Science     Hybrid Journal   (Followers: 6)
Thérapie familiale     Full-text available via subscription   (Followers: 6)
Behavioural Public Policy     Hybrid Journal   (Followers: 6)
Brain Science Advances     Open Access   (Followers: 6)
International Journal of Applied Positive Psychology     Hybrid Journal   (Followers: 5)
Crime Psychology Review     Hybrid Journal   (Followers: 5)
Consumer Psychology Review     Hybrid Journal   (Followers: 5)
Scandinavian Journal of Sport and Exercise Psychology     Open Access   (Followers: 5)
Journal of Family Trauma, Child Custody & Child Development     Hybrid Journal   (Followers: 5)
Journal of Creativity     Open Access   (Followers: 5)
Revista de Psicodidáctica (English ed.)     Hybrid Journal   (Followers: 5)
Possibility Studies & Society     Hybrid Journal   (Followers: 5)
Clinical Practice & Epidemiology in Mental Health     Open Access   (Followers: 4)
Sleep Medicine : X     Open Access   (Followers: 4)
cultura & psyché : Journal of Cultural Psychology     Hybrid Journal   (Followers: 4)
Beyond Behavior     Hybrid Journal   (Followers: 4)
Journal of Psychosocial Systems     Open Access   (Followers: 4)
Community Psychology in Global Perspective     Open Access   (Followers: 3)
Journal of Play in Adulthood     Open Access   (Followers: 3)
Comprehensive Results in Social Psychology     Hybrid Journal   (Followers: 3)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 3)
Journal of Psychosexual Health     Open Access   (Followers: 3)
Journal of Psychology and Theology     Hybrid Journal   (Followers: 3)
Behavioral Disorders     Hybrid Journal   (Followers: 3)
Psychologie Clinique     Full-text available via subscription   (Followers: 3)
Perspectives Psy     Full-text available via subscription   (Followers: 3)
Journal of Behavioral and Cognitive Therapy     Hybrid Journal   (Followers: 3)
Wellbeing, Space & Society     Open Access   (Followers: 3)
Clocks & Sleep     Open Access   (Followers: 2)
Journal of Performance and Mindfulness     Open Access   (Followers: 2)
Human Behavior and Emerging Technologies     Hybrid Journal   (Followers: 2)
International Journal of School & Educational Psychology     Hybrid Journal   (Followers: 2)
Contemporary Psychoanalysis     Hybrid Journal   (Followers: 2)
Psychoanalytic Study of the Child     Hybrid Journal   (Followers: 2)
Personnel Assessment and Decisions     Open Access   (Followers: 2)
Jungian Journal for Scholarly Studies     Open Access   (Followers: 2)
Torture Journal     Open Access   (Followers: 2)
Comprehensive Psychoneuroendocrinology     Open Access   (Followers: 2)
School Psychology Review     Hybrid Journal   (Followers: 2)
Health Sciences Review     Open Access   (Followers: 2)
Gestalt Theory. An International Multidisciplinary Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access   (Followers: 1)
Journal of Threat Assessment and Management     Full-text available via subscription   (Followers: 1)
Scientonomy : Journal for the Science of Science     Open Access   (Followers: 1)
Psych     Open Access   (Followers: 1)
Society and Security Insights     Open Access   (Followers: 1)
Revista Psicológica Herediana     Open Access   (Followers: 1)
Journal of Professional Counseling: Practice, Theory & Research     Hybrid Journal   (Followers: 1)
Journal of Health Service Psychology     Full-text available via subscription   (Followers: 1)
Perspectives on Behavior Science     Hybrid Journal   (Followers: 1)
JCPP Advances     Open Access   (Followers: 1)
SSM - Mental Health     Open Access   (Followers: 1)
Focus on Exceptional Children     Open Access  
Psisula : Prosiding Berkala Psikologi     Open Access  
Know and Share Psychology     Open Access  
Methods in Psychology     Open Access  
Gadjah Mada Journal of Professional Psychology     Open Access  
Revista de Investigacion Psicologica     Open Access  
CES Psicología     Open Access  
Psicoespacios     Open Access  
Katharsis     Open Access  
Journal of Theoretical Social Psychology     Hybrid Journal  
Nordic Psychology     Hybrid Journal  
Scandinavian Psychoanalytic Review     Hybrid Journal  
Human Arenas : An Interdisciplinary Journal of Psychology, Culture, and Meaning     Hybrid Journal  
Journal of Cognitive Enhancement     Hybrid Journal  
Occupational Health Science     Hybrid Journal  
Augmented Human Research     Hybrid Journal  
Spanish Journal of Psychology     Hybrid Journal  
Journal of Graduate Studies in Northern Rajabhat Universities     Open Access  
Journal of Graduate Research     Open Access  
Psicologia e Saúde em Debate     Open Access  
Dhammathas Academic Journal     Open Access  
INSAN Jurnal Psikologi dan Kesehatan Mental     Open Access  
People and Animals : The International Journal of Research and Practice     Open Access  
Heroism Science     Open Access  
Open Psychology Journal     Open Access  
Open Neuroimaging Journal     Open Access  
Studia z Kognitywistyki i Filozofii Umysłu     Open Access  
Studies in Asian Social Science     Open Access  
Psychology     Open Access  
Gogoa     Open Access  
Journal of Global Engagement and Transformation     Open Access  
Cuadernos de Marte     Open Access  
Psocial : Revista de Investigación en Psicología Social     Open Access  
Journal of Cognitive Systems     Open Access  
Jurnal Ilmiah Psikologi Terapan     Open Access  
Revista Laborativa     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Journal of Technology in Behavioral Science     Hybrid Journal  
Western Undergraduate Psychology Journal     Open Access  
Zeitschrift für Psychosomatische Medizin und Psychotherapie     Hybrid Journal  
Zeitschrift für Individualpsychologie     Hybrid Journal  
Wege zum Menschen : Zeitschrift für Seelsorge und Beratung, heilendes und soziales Handeln     Hybrid Journal  
Themenzentrierte Interaktion     Hybrid Journal  
Praxis der Kinderpsychologie und Kinderpsychiatrie     Hybrid Journal  
Musiktherapeutische Umschau : Forschung und Praxis der Musiktherapie     Hybrid Journal  

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Similar Journals
Journal Cover
Teaching of Psychology
Journal Prestige (SJR): 0.476
Citation Impact (citeScore): 1
Number of Followers: 11  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0098-6283 - ISSN (Online) 1532-8023
Published by Sage Publications Homepage  [1176 journals]
  • Authentic and Creative Assessment in a World with AI

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      Authors: Marianne Miserandino
      Abstract: Teaching of Psychology, Ahead of Print.
      IntroductionArtificial intelligence (AI) presents challenges and opportunities for higher education. The challenge is to incorporate the benefits of AI while minimizing its potential for misuse and undermining of learning. The opportunity is that AI allows instructors to assess learning authentically by fostering creative, engaging, realistic, and reflective assessments.Statement of the ProblemDrawing on some of the current practices of AI use in the classroom, I discuss how authentic assessment can be achieved while incorporating AI.Literature ReviewFirst, I review what authentic assessment is, how it is implemented, and some of its positive outcomes. Then, I present sample activities that use AI to design, implement, and evaluate assessments to serve the APA Learning Goals for the Undergraduate Psychology Major.Teaching ImplicationsThe activities and assessments here and in the online Supplemental Materials (Miserandino, 2024, May 23) help fulfill additional learning goals and build academic skills (e.g., critical thinking, reading, writing).ConclusionBy using these activities and assessments or drawing on them to create their own, instructors can improve their teaching and student learning outcomes.
      Citation: Teaching of Psychology
      PubDate: 2024-06-17T03:13:48Z
      DOI: 10.1177/00986283241260370
       
  • Normalizing Abnormal Psychology: An Anti-Ableist Approach

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      Authors: Meghan B. Owenz, Deniz Aydemir-Döke, D. Brett Spencer
      Abstract: Teaching of Psychology, Ahead of Print.
      IntroductionA survey course of mental health diagnoses is a commonly taken undergraduate psychology course and presents a critical opportunity for addressing ableism in psychology.Statement of the ProblemThe presentation of mental health diagnoses is wrought with ableist beliefs, both in the historical and contemporary context. These ableist beliefs are a prime driver of stigma and its associated outcomes including worse mental health and avoidance of treatment professionals.Literature ReviewThe present article presents the ableist context of the course typically titled, “Abnormal Psychology,” and offers an alternative: the building of an anti-ableist curriculum grounded in disability studies. We use the social model of disability and disability identity as guiding principles, while inquiry-based learning is the pedagogical driver.Teaching ImplicationsWe review six practical strategies, which include introducing the social model, renaming the class, starting with positive disability identity, complicating the continuum-categorical dichotomy, centering disability representation, and emphasizing consumer rights and direction.ConclusionBy leaning on disability studies and Mad Pride, “Abnormal Psychology” can deconstruct its ableist roots and be the foundation for a destigmatized, positive approach towards the study of psychological disorders. We offer future directions, including potential ways to continually assess anti-ableist efforts.
      Citation: Teaching of Psychology
      PubDate: 2024-06-11T08:12:39Z
      DOI: 10.1177/00986283241259744
       
  • Picture This: Studying the Effectiveness of Illustrated Instructions

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      Authors: Regan A. R. Gurung, Paige Herrboldt
      Abstract: Teaching of Psychology, Ahead of Print.
      BackgroundResearch on multimedia instruction suggests that illustrations aid learning over straight text. Providing students with illustrated instructions may increase comprehension and retention of material.ObjectiveWe tested if students would remember the material better if it was presented as an infographic where the content was supplemented with illustrations versus reading the same content without illustrations.MethodWe randomly assigned students (N = 114) to either a text-based or an illustrated instruction condition where they learned about three types of study techniques (retrieval practice, spaced practice, and interleaving). After a brief distraction task, all students took a quiz on the material presented.ResultsA multivariate analysis of variance showed a significant main effect for the condition. Students in the illustrated instruction condition scored higher on the quiz than those who were assigned to the text-based condition.ConclusionPresenting complex material as an infographic with illustrations may aid learning.Teaching ImplicationsTeachers and textbook authors should consider the use of illustrated instructions to convey difficult material, especially bottleneck concepts.
      Citation: Teaching of Psychology
      PubDate: 2024-06-06T08:18:43Z
      DOI: 10.1177/00986283241255965
       
  • Giving Credit Where Credit is Due: An Artificial Intelligence Contribution
           Statement for Research Methods Writing Assignments

    • Free pre-print version: Loading...

      Authors: Nicole Alea Albada, Vanessa E. Woods
      Abstract: Teaching of Psychology, Ahead of Print.
      BackgroundCitation practices are fundamental to teaching scholarly writing. With the emergence of generative Artificial Intelligence (AI) technologies, students need a structured way to cite when and how these technologies are used.ObjectiveThis paper introduces an instructor resource, an AI Contribution Statement, which provides students with an ethical and explicit framework for reporting on AI use during idea generation and writing in research methods.MethodStudents were guided to create an AI Contribution Statement that reports when an AI technology was used for a research paper, what prompts were given and text generated, and how the information was incorporated into a final written product.ResultsSixty-four percent of students reported using AI assistive technologies. Of those, 33.12% reported using it more than twice, suggesting that, when allowed in a course, students’ use is relatively low.ConclusionTraining students in best citation practices regarding ethical and transparent use of AI technologies is important, yet additional research is needed to understand how students are using it and how instructors can leverage this tool to foster equity.Teaching ImplicationsAn AI Contribution Statement is an important addition to research methods teaching to create equality in technology use and student success.
      Citation: Teaching of Psychology
      PubDate: 2024-06-06T01:23:26Z
      DOI: 10.1177/00986283241259750
       
  • Enhancing Instructor and Student Experiences: A Guide to Successful
           Capstone Research Courses

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      Authors: Megan L. Strain, Katherine C. Moen
      Abstract: Teaching of Psychology, Ahead of Print.
      IntroductionProviding a quality undergraduate research capstone is a meaningful high-impact practice to facilitate American Psychological Association learning goals, and help students learn skills critical for both graduate school and future careers.Statement of the ProblemThe demands of such courses are often time-consuming and stressful, especially for instructors without teaching assistants. The goal of the current manuscript is to provide guidance and resources for faculty teaching undergraduate research experience (UREs) courses.Literature ReviewPrevious research suggests that faculty workload and burnout are recurring sources of stress, and faculty often struggle to implement UREs effectively. However, these experiences provide experiential learning, and increase student engagement and motivation.Teaching ImplicationsIn a three-credit course with strict deadlines and flexible scheduling, guiding student-led projects becomes less daunting. Required attendance, deduction-only participation points, and other policies ease grading loads while reinforcing course objectives.ConclusionStudent feedback, performance, and positive instructor experiences suggest that this structure helps overcome logistical barriers and create positive outcomes. Course resources are provided in open materials.
      Citation: Teaching of Psychology
      PubDate: 2024-05-28T07:19:50Z
      DOI: 10.1177/00986283241257677
       
  • Academic Freedom and Patterns of Self-Censorship in Psychology Education
           in Turkey

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      Authors: Olga S. Hünler, Yudit Namer, N. Ekrem Düzen
      Abstract: Teaching of Psychology, Ahead of Print.
      BackgroundThe recent academic purge in Turkey eventuated by a twin wave starting in January 2016 was unprecedented. Two years of statutory rule after the July 2016 failed coup further damaged the rule of law. Even the legal authorities did not respect fundamental human rights. Psychology faculty had to keep a low profile to avoid further encroachments.ObjectiveThe purpose of this study was to assess the extent to which psychology faculty discerned research and teaching-bound sociopolitical risks and exercised mitigation strategies.MethodSixty-three faculty responded to a questionnaire assessing risk appraisals and mitigation appeals countering threats to their research and teaching.ResultsFaculty remained inactive against high-risk appraisal in research and appealed to avoidance or vagueness when their risk appraisals were moderate. By contrast, avoidance was the primary strategy, compared to vagueness or inaction, in risk-bearing teaching.ConclusionFaculty try to cope with the adverse negative intellectual climate by being highly selective in their research and teaching. They appeal to differential strategies in either domain.Teaching ImplicationsResearch in risk apprehension and mitigation along with studies highlighting shared experiences may inform psychology departments on how to proceed under antagonistic circumstances.
      Citation: Teaching of Psychology
      PubDate: 2024-05-28T07:19:21Z
      DOI: 10.1177/00986283241255605
       
  • AI or Human' Finding and Responding to Artificial Intelligence in
           Student Work

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      Authors: Gary D. Fisk
      Abstract: Teaching of Psychology, Ahead of Print.
      IntroductionRecent innovations in generative artificial intelligence (AI) technologies have led to an educational environment in which human authorship cannot be assumed, thereby posing a significant challenge to upholding academic integrity.Statement of the problemBoth humans and AI detection technologies have difficulty distinguishing between AI-generated vs. human-authored text. This weakness raises a significant possibility of false positive errors: human-authored writing incorrectly judged as AI-generated.Literature reviewAI detection methodology, whether machine or human-based, is based on writing style characteristics. Empirical evidence demonstrates that AI detection technologies are more sensitive to AI-generated text than human judges, yet a positive finding from these technologies cannot provide absolute certainty of AI plagiarism.Teaching implicationsGiven the uncertainty of detecting AI, a forgiving, pro-growth response to AI academic integrity cases is recommended, such as revise and resubmit decisions.ConclusionFaculty should cautiously embrace the use of AI detection technologies with the understanding that false positive errors will occasionally occur. This use is ethical provided that the responses to problematic cases are approached with the goal of educational growth rather than punishment.
      Citation: Teaching of Psychology
      PubDate: 2024-05-06T11:37:34Z
      DOI: 10.1177/00986283241251855
       
  • Understanding of Psychological Literacy: Comparative Insights From
           Undergraduates in China and the United Kingdom

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      Authors: A. J. Privitera, J. Wang, X. Jiang
      Abstract: Teaching of Psychology, Ahead of Print.
      BackgroundPsychological literacy has attracted considerable attention globally. However, no study has focused on this concept in China, where interest in psychology is growing.ObjectiveThe present study aimed to investigate perceptions of psychological literacy in a sample of undergraduate psychology majors from Chinese public universities, and compare findings with previously reported data from the United Kingdom.MethodParticipants completed a survey in which they rated eight core attributes of psychological literacy across the dimensions of awareness, development, confidence in explaining, and importance in their future career.ResultsStudents gave the highest ratings to the importance of psychological core attributes in their future careers and understanding the application of theory, but the lowest to the development of attributes and understanding the role of theory in research. Comparisons with the United Kingdom sample revealed culturally specific differences of potential interest.ConclusionsFindings from this work can inform the refinement of undergraduate psychology programs in China, and help calibrate standards in support of international mobility of Chinese students for postgraduate study outside of the home country.Teaching implicationsPsychology educators in China should consider providing more opportunities for students to gain awareness of their own development and engage in research firsthand.
      Citation: Teaching of Psychology
      PubDate: 2024-04-24T03:13:51Z
      DOI: 10.1177/00986283241247181
       
  • Students in Team-Based Learning Classes Report Greater Belongingness

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      Authors: Laura Madson, Michael C. Hout, Giovanna C. Del Sordo
      Abstract: Teaching of Psychology, Ahead of Print.
      Background: Belongingness is an important predictor of academic and psychological outcomes in college students. Team-based learning (TBL) includes a number of explicit structures that should increase students’ perceived belongingness (compared to other teaching approaches), including permanent team membership, and activities that encourage team interactions. Objective: In two studies, we compared perceived belongingness reported by students taught using TBL and non-TBL methods to determine whether students taught using TBL reported greater perceived belongingness. Method: In study 1, we measured perceived belongingness at the end of four different semesters of TBL and non-TBL sections of Introduction to Psychology. In study 2, we measured belongingness in a pre–post design, again in TBL and non-TBL sections of Introduction to Psychology. Results: In both studies, TBL students reported significantly greater belongingness than non-TBL students. Teaching Implications: These data contribute to a growing body of literature indicating that TBL has social and emotional benefits in addition to the previously established academic benefits. As such, instructors should consider adopting TBL.
      Citation: Teaching of Psychology
      PubDate: 2024-04-09T02:44:29Z
      DOI: 10.1177/00986283241243089
       
  • Perceptions of Teaching Importance Among Associate and Full Professors at
           Regional, Public Universities

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      Authors: Kathleen Fuegen, Gregory T. Hatchett
      Abstract: Teaching of Psychology, Ahead of Print.
      Background: Research on perceptions of the promotion process among psychology faculty at teaching-intensive institutions is missing. Objective: We examine whether perceptions vary by academic rank and faculty gender. Method: We surveyed 386 associate and full psychology professors at regional, public universities in the United States to measure perceptions of (1) the importance of effective teaching, scholarly productivity, and service activities and (2) the clarity of the criteria and standards, for promotion from associate to full professor. Results: Teaching was regarded as the most important criterion for promotion to full professor. However, full professors regarded teaching as more important than did associate professors. Perceived teaching importance was positively correlated with perceived clarity of criteria and standards for promotion. Women regarded promotion criteria as less clear than men. Mentoring was positively correlated with the intention to apply for promotion. Conclusion: Faculty who perceive that their institution strongly values teaching perceive greater clarity regarding the relative importance of teaching, research, and service for promotion, as well as how excellence in these areas is judged. Teaching Implications: Teaching is the most important criterion for promotion to full professor among faculty at regional public universities.
      Citation: Teaching of Psychology
      PubDate: 2024-04-01T07:25:02Z
      DOI: 10.1177/00986283241242366
       
  • Getting Students Interested in Psychological Measurement by Experiencing
           the Barnum Effect

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      Authors: Corentin Gonthier, Noémylle Thomassin
      Abstract: Teaching of Psychology, Ahead of Print.
      Background: Fake psychological tests tend to be viewed as completely believable (Barnum effect), meaning psychometric properties cannot be judged subjectively. Experiencing this effect first-hand could help get students interested in the science of psychological assessment. Objective: In a blended learning perspective, we created materials to elicit a Barnum effect with a brief online fake test and tested the benefits of this procedure for student engagement. Method: Five cohorts of undergraduate psychology students (total N = 2,269) completed the fake test online prior to their first psychometrics course. We collected single-item ratings of perceived effectiveness for the test, willingness to use it, and course engagement (interest and enthusiasm for the course). We also retrieved grades. Results: Eighty-five percent of students rated the effectiveness of the fake test above the neutral point; 77% were willing to use it as future psychologists. Experiencing the effect was related to significantly increased interest and enthusiasm, and higher grades. Conclusion: Having students experience the Barnum effect for themselves is a useful and effortless approach to get them interested in psychometrics. Teaching Implications: Teachers of introductory courses related to psychological measurement should consider having all students experience the Barnum effect. All materials are provided.
      Citation: Teaching of Psychology
      PubDate: 2024-03-28T08:06:13Z
      DOI: 10.1177/00986283241240454
       
  • Obituary for Richard L. Miller

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      Authors: Tyler L. Collette, William Douglas Woody, Theresa A. Wadkins
      Abstract: Teaching of Psychology, Ahead of Print.

      Citation: Teaching of Psychology
      PubDate: 2024-03-18T08:57:03Z
      DOI: 10.1177/00986283241238234
       
  • Analysis of Psychology of Religion Content in Introductory Psychology
           Textbooks

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      Authors: Laura Priscilla Wesely, Cindy Miller-Perrin
      Abstract: Teaching of Psychology, Ahead of Print.
      BackgroundPast research on the representation of religion/spirituality in introductory psychology textbooks is dated.ObjectiveAnalyze religion/spirituality content in the nine most frequently purchased introductory psychology textbooks published within the last 5 years.MethodThe current study identified 27 terms that related to religion/spirituality and performed qualitative analysis of term's mentions in each textbook.ResultsFindings indicated that 100% of textbooks mentioned religion/spirituality, which represents an increase in mentions compared to past research. However, none of the textbooks included a specific section on the psychology of religion and spirituality. Overall, there was greater discussion-based coverage of religion/spirituality than research-based coverage, similar to past research findings, although the current study found a greater percentage of research-based discussion than previous research. Compared to past research, the current study found a greater proportion of positive coverage of religious/spiritual mentions but found that most textbooks included negative coverage of religious/spiritual mentions representing rare phenomena associated with religion/spirituality.ConclusionThis study provides evidence that coverage of religion/spirituality is better represented in introductory psychology textbooks than past research, but organization and inclusion is still lacking.Teaching ImplicationsReligion/spirituality content could be better organized in textbooks by including a specific section dedicated to the psychology of religion and spirituality.
      Citation: Teaching of Psychology
      PubDate: 2024-03-01T08:11:06Z
      DOI: 10.1177/00986283241235907
       
  • Availability and Perceived Importance of High-Impact Practices for
           Psychology Graduate Program Admission

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      Authors: Dana Kotter-Grühn, Daniel Grühn
      Abstract: Teaching of Psychology, Ahead of Print.
      Background: Participation in high-impact practices (HIPs) is related to student success and development. Less is known about whether HIPs can increase students’ chances of getting into graduate school in psychology. High-impact practice participation might be one strategy for students to stand out in the competitive graduate school admission process. Objective: We examined (a) the perceived availability of HIPs and (b) the perceived role that HIP participation plays in psychology graduate program admission success. Method: A total of 81 U.S. psychology professors who are involved in graduate program admission decisions rated the availability, importance, and influence of HIPs and non-HIPs (e.g., GPA) on psychology graduate program admission success. Results: Many HIPs are widely available. Of all HIPs, only undergraduate research was rated as very important and strongly increases admission chances. Participation in honors, writing-intensive courses, and applied experiences slightly increased admission chances. Conclusion: Research continues to be the most beneficial HIP when applying to graduate programs in psychology. Non-HIPs (e.g., grades, letters of recommendation) are more important in graduate program admission than most HIPs. Teaching Implications: Students, academic advisors, and faculty mentors can use the results of this study to align students’ HIP participation with postgraduation goals.
      Citation: Teaching of Psychology
      PubDate: 2024-03-01T08:10:37Z
      DOI: 10.1177/00986283241235667
       
  • Leveling Up Learning: Exploring Meaningful Gamification in Psychology
           Courses

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      Authors: Jessica A. Stansbury, David R. Earnest
      Abstract: Teaching of Psychology, Ahead of Print.
      Introduction: As instructors continue to search for innovative and interactive methods, incorporating games and game elements into higher education is increasingly more prominent. Statement of the Problem: While the role of play in cognitive, social, and emotional development is well-understood, there is need for deeper exploration into the practical application of meaningful gamification, especially within psychology courses. Literature Review: Few studies focus on the application of gamification in psychology, and this paper discusses the concept of meaningful gamification and its potential benefits in the classroom. Teaching Implications: This research addresses the real-world advantages and challenges of implementing meaningful gamification, while also outlining potential future directions for educators and researchers in the realm of psychology education. Conclusion: Opportunity exists within psychology courses to implement and advance the study of meaningful gamification via innovative instructional gamification approaches in pedagogy.
      Citation: Teaching of Psychology
      PubDate: 2024-02-06T05:01:12Z
      DOI: 10.1177/00986283241228878
       
  • Graduate Admissions in Psychology Before and After the Pandemic: GRExit
           Comes to Psychology

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      Authors: Shawn R. Charlton, Kenith V. Sobel, Jon M. Rowe
      Abstract: Teaching of Psychology, Ahead of Print.
      BackgroundAdmission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study.ObjectiveWe aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys distributed in 2014 and 2022.MethodA Qualtrics script asked respondents to rate the importance of 16 factors in admission to graduate school in psychology by reporting a percentage value for each factor, adding up to 100% across all factors.ResultsThe importance of factors that had figured prominently in the initial sample (e.g., research experience, undergraduate GPA, recommendation letters, and personal statement) increased or remained stable in the recent sample, but all versions of the Graduate Record Exam decreased in importance.ConclusionsStudents who aspire to graduate study in psychology should engage in research and disseminate the results in papers and presentations.Teaching ImplicationsProfessors involved in training undergraduate psychology students need to provide opportunities for their students to engage in research, and to find outlets for the students to disseminate their findings such as undergraduate journals and regional conferences.
      Citation: Teaching of Psychology
      PubDate: 2024-02-02T09:16:08Z
      DOI: 10.1177/00986283241228885
       
  • Test Format, Learning Confidence, and Perceptions of Teaching
           Effectiveness

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      Authors: Guy A. Boysen, Peyton N. Osgood
      Abstract: Teaching of Psychology, Ahead of Print.
      BackgroundBoth multiple-choice and short-answer tests can be beneficial to learning in the classroom. However, fact-based multiple-choice questions, because they include the correct answer as a response option, could lead to inflated estimates of learning and higher evaluations of teaching effectiveness.ObjectiveThe objective of this study was to examine the effects of test format on perceptions of learning and teaching.MethodUndergraduate students (N = 123) completed either a multiple-choice or short-answer test based on a brief psychology lesson. Then, they predicted their performance on later tests of knowledge and evaluated the quality of the lesson.ResultsTaking a multiple-choice test led to predictions about future performance that were 10% higher than those taking a short-answer test. No consistent differences emerged in participants’ evaluations of teaching effectiveness between the two test formats.ConclusionThese results suggest that test format may significantly influence students’ confidence in their ability to produce answers on future tests.Teaching ImplicationsTeachers who want to take advantage of testing as a metacognitive learning tool should adopt question formats that utilize recall of information from memory without retrieval cues.
      Citation: Teaching of Psychology
      PubDate: 2024-01-23T05:00:00Z
      DOI: 10.1177/00986283231226187
       
 
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  Subjects -> PSYCHOLOGY (Total: 983 journals)
Showing 601 - 174 of 174 Journals sorted by number of followers
Academic Psychiatry and Psychology Journal : APPJ     Open Access   (Followers: 42)
Advanced Journal of Professional Practice     Open Access   (Followers: 32)
Adaptive Human Behavior and Physiology     Hybrid Journal   (Followers: 12)
Advances in Neurodevelopmental Disorders     Hybrid Journal   (Followers: 8)
Aging Psychology     Open Access   (Followers: 8)
Adolescent Research Review     Hybrid Journal   (Followers: 7)
Behavior and Social Issues     Full-text available via subscription   (Followers: 7)
Forensic Science International : Mind and Law     Open Access   (Followers: 7)
Lamella     Open Access   (Followers: 7)
Evolution, Mind and Behaviour     Full-text available via subscription   (Followers: 7)
Current Research in Ecological and Social Psychology     Open Access   (Followers: 7)
Mediation Theory and Practice     Full-text available via subscription   (Followers: 7)
Quality and User Experience     Hybrid Journal   (Followers: 6)
Affective Science     Hybrid Journal   (Followers: 6)
Thérapie familiale     Full-text available via subscription   (Followers: 6)
Behavioural Public Policy     Hybrid Journal   (Followers: 6)
Brain Science Advances     Open Access   (Followers: 6)
International Journal of Applied Positive Psychology     Hybrid Journal   (Followers: 5)
Crime Psychology Review     Hybrid Journal   (Followers: 5)
Consumer Psychology Review     Hybrid Journal   (Followers: 5)
Scandinavian Journal of Sport and Exercise Psychology     Open Access   (Followers: 5)
Journal of Family Trauma, Child Custody & Child Development     Hybrid Journal   (Followers: 5)
Journal of Creativity     Open Access   (Followers: 5)
Revista de Psicodidáctica (English ed.)     Hybrid Journal   (Followers: 5)
Possibility Studies & Society     Hybrid Journal   (Followers: 5)
Clinical Practice & Epidemiology in Mental Health     Open Access   (Followers: 4)
Sleep Medicine : X     Open Access   (Followers: 4)
cultura & psyché : Journal of Cultural Psychology     Hybrid Journal   (Followers: 4)
Beyond Behavior     Hybrid Journal   (Followers: 4)
Journal of Psychosocial Systems     Open Access   (Followers: 4)
Community Psychology in Global Perspective     Open Access   (Followers: 3)
Journal of Play in Adulthood     Open Access   (Followers: 3)
Comprehensive Results in Social Psychology     Hybrid Journal   (Followers: 3)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 3)
Journal of Psychosexual Health     Open Access   (Followers: 3)
Journal of Psychology and Theology     Hybrid Journal   (Followers: 3)
Behavioral Disorders     Hybrid Journal   (Followers: 3)
Psychologie Clinique     Full-text available via subscription   (Followers: 3)
Perspectives Psy     Full-text available via subscription   (Followers: 3)
Journal of Behavioral and Cognitive Therapy     Hybrid Journal   (Followers: 3)
Wellbeing, Space & Society     Open Access   (Followers: 3)
Clocks & Sleep     Open Access   (Followers: 2)
Journal of Performance and Mindfulness     Open Access   (Followers: 2)
Human Behavior and Emerging Technologies     Hybrid Journal   (Followers: 2)
International Journal of School & Educational Psychology     Hybrid Journal   (Followers: 2)
Contemporary Psychoanalysis     Hybrid Journal   (Followers: 2)
Psychoanalytic Study of the Child     Hybrid Journal   (Followers: 2)
Personnel Assessment and Decisions     Open Access   (Followers: 2)
Jungian Journal for Scholarly Studies     Open Access   (Followers: 2)
Torture Journal     Open Access   (Followers: 2)
Comprehensive Psychoneuroendocrinology     Open Access   (Followers: 2)
School Psychology Review     Hybrid Journal   (Followers: 2)
Health Sciences Review     Open Access   (Followers: 2)
Gestalt Theory. An International Multidisciplinary Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access   (Followers: 1)
Journal of Threat Assessment and Management     Full-text available via subscription   (Followers: 1)
Scientonomy : Journal for the Science of Science     Open Access   (Followers: 1)
Psych     Open Access   (Followers: 1)
Society and Security Insights     Open Access   (Followers: 1)
Revista Psicológica Herediana     Open Access   (Followers: 1)
Journal of Professional Counseling: Practice, Theory & Research     Hybrid Journal   (Followers: 1)
Journal of Health Service Psychology     Full-text available via subscription   (Followers: 1)
Perspectives on Behavior Science     Hybrid Journal   (Followers: 1)
JCPP Advances     Open Access   (Followers: 1)
SSM - Mental Health     Open Access   (Followers: 1)
Focus on Exceptional Children     Open Access  
Psisula : Prosiding Berkala Psikologi     Open Access  
Know and Share Psychology     Open Access  
Methods in Psychology     Open Access  
Gadjah Mada Journal of Professional Psychology     Open Access  
Revista de Investigacion Psicologica     Open Access  
CES Psicología     Open Access  
Psicoespacios     Open Access  
Katharsis     Open Access  
Journal of Theoretical Social Psychology     Hybrid Journal  
Nordic Psychology     Hybrid Journal  
Scandinavian Psychoanalytic Review     Hybrid Journal  
Human Arenas : An Interdisciplinary Journal of Psychology, Culture, and Meaning     Hybrid Journal  
Journal of Cognitive Enhancement     Hybrid Journal  
Occupational Health Science     Hybrid Journal  
Augmented Human Research     Hybrid Journal  
Spanish Journal of Psychology     Hybrid Journal  
Journal of Graduate Studies in Northern Rajabhat Universities     Open Access  
Journal of Graduate Research     Open Access  
Psicologia e Saúde em Debate     Open Access  
Dhammathas Academic Journal     Open Access  
INSAN Jurnal Psikologi dan Kesehatan Mental     Open Access  
People and Animals : The International Journal of Research and Practice     Open Access  
Heroism Science     Open Access  
Open Psychology Journal     Open Access  
Open Neuroimaging Journal     Open Access  
Studia z Kognitywistyki i Filozofii Umysłu     Open Access  
Studies in Asian Social Science     Open Access  
Psychology     Open Access  
Gogoa     Open Access  
Journal of Global Engagement and Transformation     Open Access  
Cuadernos de Marte     Open Access  
Psocial : Revista de Investigación en Psicología Social     Open Access  
Journal of Cognitive Systems     Open Access  
Jurnal Ilmiah Psikologi Terapan     Open Access  
Revista Laborativa     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Journal of Technology in Behavioral Science     Hybrid Journal  
Western Undergraduate Psychology Journal     Open Access  
Zeitschrift für Psychosomatische Medizin und Psychotherapie     Hybrid Journal  
Zeitschrift für Individualpsychologie     Hybrid Journal  
Wege zum Menschen : Zeitschrift für Seelsorge und Beratung, heilendes und soziales Handeln     Hybrid Journal  
Themenzentrierte Interaktion     Hybrid Journal  
Praxis der Kinderpsychologie und Kinderpsychiatrie     Hybrid Journal  
Musiktherapeutische Umschau : Forschung und Praxis der Musiktherapie     Hybrid Journal  

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