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  Subjects -> PSYCHOLOGY (Total: 983 journals)
Showing 601 - 174 of 174 Journals sorted alphabetically
New Ideas in Psychology     Hybrid Journal   (Followers: 5)
New School Psychology Bulletin     Open Access  
Nigerian Journal of Guidance and Counselling     Full-text available via subscription   (Followers: 2)
Nordic Psychology     Hybrid Journal  
O Que Nos Faz Pensar : Cadernos do Departamento de Filosofia da PUC-Rio     Open Access  
OA Autism     Open Access   (Followers: 7)
Occupational Health Science     Hybrid Journal  
Online Readings in Psychology and Culture     Open Access  
Open Journal of Medical Psychology     Open Access  
Open Mind     Open Access   (Followers: 1)
Open Neuroimaging Journal     Open Access  
Open Psychology Journal     Open Access  
Organisational and Social Dynamics: An International Journal of Psychoanalytic, Systemic and Group Relations Perspectives     Full-text available via subscription   (Followers: 7)
Organizational Psychology Review     Hybrid Journal   (Followers: 15)
Orientación y Sociedad : Revista Internacional e Interdisciplinaria de Orientación Vocacional Ocupacional     Open Access  
Paidéia (Ribeirão Preto)     Open Access  
Pain     Hybrid Journal   (Followers: 61)
Papeles del Psicólogo     Open Access  
Pastoral Psychology     Hybrid Journal   (Followers: 3)
Peace and Conflict : Journal of Peace Psychology     Full-text available via subscription   (Followers: 6)
Pensamiento Psicologico     Open Access  
Pensando Familias     Open Access  
Pensando Psicología     Open Access  
People and Animals : The International Journal of Research and Practice     Open Access  
Perception     Full-text available via subscription   (Followers: 17)
Perceptual and Motor Skills     Full-text available via subscription   (Followers: 8)
Persona     Open Access  
Persona : Jurnal Psikologi Indonesia     Open Access  
Persona Studies     Open Access  
Personality and Social Psychology Bulletin     Hybrid Journal   (Followers: 180)
Personality and Social Psychology Review     Hybrid Journal   (Followers: 53)
Personality Disorders: Theory, Research, and Treatment     Full-text available via subscription   (Followers: 19)
Personnel Assessment and Decisions     Open Access  
Personnel Psychology     Hybrid Journal   (Followers: 60)
Perspectives interdisciplinaires sur le travail et la santé     Open Access   (Followers: 3)
Perspectives on Behavior Science     Hybrid Journal   (Followers: 1)
Perspectives On Psychological Science     Hybrid Journal   (Followers: 43)
Perspectives Psy     Full-text available via subscription   (Followers: 2)
Phenomenology & Practice     Open Access   (Followers: 2)
Phenomenology and Mind     Open Access   (Followers: 3)
Phenomenology and the Cognitive Sciences     Hybrid Journal   (Followers: 4)
Philosophical Psychology     Hybrid Journal   (Followers: 20)
Philosophy, Psychiatry, & Psychology     Full-text available via subscription   (Followers: 11)
Physiology & Behavior     Hybrid Journal   (Followers: 14)
physiopraxis     Hybrid Journal  
PiD - Psychotherapie im Dialog     Hybrid Journal   (Followers: 1)
Poiésis     Open Access  
Policy Insights from the Behavioral and Brain Sciences     Full-text available via subscription   (Followers: 4)
Political Psychology     Hybrid Journal   (Followers: 42)
Porn Studies     Hybrid Journal   (Followers: 6)
Possibility Studies & Society     Hybrid Journal   (Followers: 3)
PPmP - Psychotherapie Psychosomatik Medizinische Psychologie     Hybrid Journal   (Followers: 1)
Practice Innovations     Full-text available via subscription  
Pragmatic Case Studies in Psychotherapy     Open Access   (Followers: 1)
Pratiques Psychologiques     Full-text available via subscription  
Praxis der Kinderpsychologie und Kinderpsychiatrie     Hybrid Journal  
Problems of Psychology in the 21st Century     Open Access  
Professional Psychology : Research and Practice     Full-text available via subscription   (Followers: 7)
Progress in Brain Research     Full-text available via subscription   (Followers: 3)
Psic : Revista de Psicologia da Vetor Editora     Open Access  
Psico     Open Access  
Psicoanalisi     Full-text available via subscription  
Psicobiettivo     Full-text available via subscription  
Psicoespacios     Open Access  
Psicogente     Open Access  
Psicol?gica Journal     Open Access  
Psicologia     Open Access  
Psicologia     Open Access  
Psicologia : Teoria e Pesquisa     Open Access  
Psicologia : Teoria e Prática     Open Access  
Psicologia da Educação     Open Access  
Psicologia della salute     Full-text available via subscription  
Psicología desde el Caribe     Open Access  
Psicologia di Comunità. Gruppi, ricerca-azione, modelli formativi     Full-text available via subscription  
Psicologia e Saber Social     Open Access   (Followers: 1)
Psicologia e Saúde em Debate     Open Access  
Psicologia em Pesquisa     Open Access  
Psicologia em Revista     Open Access  
Psicologia Ensino & Formação     Open Access  
Psicologia Hospitalar     Open Access  
Psicologia Iberoamericana     Open Access   (Followers: 1)
Psicologia para América Latina     Open Access  
Psicologia USP     Open Access   (Followers: 1)
Psicología, Conocimiento y Sociedad     Open Access  
Psicologia, Saúde e Doenças     Open Access  
Psicooncología     Open Access   (Followers: 1)
Psicoperspectivas     Open Access  
Psicoterapia e Scienze Umane     Full-text available via subscription  
Psikis : Jurnal Psikologi Islami     Open Access  
Psikohumaniora : Jurnal Penelitian Psikologi     Open Access  
Psisula : Prosiding Berkala Psikologi     Open Access  
Psocial : Revista de Investigación en Psicología Social     Open Access  
Psych     Open Access   (Followers: 1)
PsyCh Journal     Hybrid Journal   (Followers: 2)
PSYCH up2date     Hybrid Journal   (Followers: 2)
Psych. Pflege Heute     Hybrid Journal   (Followers: 1)
Psychê     Open Access  
Psyche: A Journal of Entomology     Open Access   (Followers: 6)
Psychiatrie et violence     Open Access  
Psychiatrie und Psychotherapie up2date     Hybrid Journal   (Followers: 1)
Psychiatrische Praxis     Hybrid Journal   (Followers: 1)
Psychiatry, Psychology and Law     Hybrid Journal   (Followers: 387)
Psychoanalysis and History     Hybrid Journal   (Followers: 3)
Psychoanalysis, Self and Context     Hybrid Journal   (Followers: 5)
Psychoanalytic Dialogues: The International Journal of Relational Perspectives     Hybrid Journal   (Followers: 9)
Psychoanalytic Inquiry: A Topical Journal for Mental Health Professionals     Hybrid Journal   (Followers: 7)
Psychoanalytic Perspectives     Hybrid Journal   (Followers: 7)
Psychoanalytic Psychology     Full-text available via subscription   (Followers: 3)
Psychoanalytic Psychotherapy     Hybrid Journal   (Followers: 14)
Psychoanalytic Review The     Full-text available via subscription   (Followers: 7)
Psychoanalytic Social Work     Hybrid Journal   (Followers: 12)
Psychoanalytic Study of the Child     Hybrid Journal   (Followers: 2)
Psychodynamic Practice: Individuals, Groups and Organisations     Hybrid Journal   (Followers: 6)
Psychodynamic Psychiatry     Full-text available via subscription   (Followers: 8)
Psychogeriatrics     Hybrid Journal   (Followers: 1)
Psychologia : Advances de la Disciplina     Open Access  
Psychologica     Open Access  
Psychologica Belgica     Open Access   (Followers: 1)
Psychological Assessment     Full-text available via subscription   (Followers: 14)
Psychological Bulletin     Full-text available via subscription   (Followers: 250)
Psychological Medicine     Hybrid Journal   (Followers: 21)
Psychological Perspectives: A Semiannual Journal of Jungian Thought     Hybrid Journal   (Followers: 1)
Psychological Reports     Hybrid Journal  
Psychological Research     Hybrid Journal   (Followers: 11)
Psychological Research on Urban Society     Open Access  
Psychological Review     Full-text available via subscription   (Followers: 229)
Psychological Science     Hybrid Journal   (Followers: 324)
Psychological Science and Education     Open Access   (Followers: 1)
Psychological Science and Education psyedu.ru     Open Access   (Followers: 1)
Psychological Science In the Public Interest     Hybrid Journal   (Followers: 19)
Psychological Studies     Hybrid Journal   (Followers: 3)
Psychological Thought     Open Access   (Followers: 2)
Psychological Trauma: Theory, Research, Practice, and Policy     Full-text available via subscription   (Followers: 21)
Psychologie Clinique     Full-text available via subscription   (Followers: 2)
Psychologie du Travail et des Organisations     Hybrid Journal  
Psychologie Française     Full-text available via subscription  
Psychologie in Erziehung und Unterricht     Full-text available via subscription   (Followers: 2)
Psychologische Rundschau     Hybrid Journal   (Followers: 2)
Psychology     Open Access   (Followers: 6)
Psychology     Open Access  
Psychology & Health     Hybrid Journal   (Followers: 33)
Psychology & Sexuality     Hybrid Journal   (Followers: 16)
Psychology and Aging     Full-text available via subscription   (Followers: 16)
Psychology and Developing Societies     Hybrid Journal  
Psychology and Law     Open Access   (Followers: 3)
Psychology and Psychotherapy: Theory, Research and Practice     Full-text available via subscription   (Followers: 19)
Psychology in Russia: State of the Art     Free   (Followers: 2)
Psychology in Society     Open Access   (Followers: 1)
Psychology Learning & Teaching     Full-text available via subscription   (Followers: 14)
Psychology of Addictive Behaviors     Full-text available via subscription   (Followers: 15)
Psychology of Aesthetics, Creativity and the Arts     Full-text available via subscription   (Followers: 15)
Psychology of Consciousness : Theory, Research, and Practice     Full-text available via subscription   (Followers: 7)
Psychology of Language and Communication     Open Access   (Followers: 14)
Psychology of Leaders and Leadership     Full-text available via subscription  
Psychology of Learning and Motivation     Full-text available via subscription   (Followers: 13)
Psychology of Men and Masculinity     Full-text available via subscription   (Followers: 26)
Psychology of Music     Hybrid Journal   (Followers: 25)
Psychology of Popular Media Culture     Full-text available via subscription   (Followers: 1)
Psychology of Religion and Spirituality     Full-text available via subscription   (Followers: 17)
Psychology of Sexual Orientation and Gender Diversity     Full-text available via subscription   (Followers: 15)
Psychology of Violence     Full-text available via subscription   (Followers: 16)
Psychology of Well-Being : Theory, Research and Practice     Open Access   (Followers: 21)
Psychology of Women Quarterly     Hybrid Journal   (Followers: 9)
Psychology Research and Behavior Management     Open Access   (Followers: 6)
Psychology, Community & Health     Open Access   (Followers: 3)
Psychology, Crime & Law     Hybrid Journal   (Followers: 28)
Psychology, Health & Medicine     Hybrid Journal   (Followers: 17)
Psychology, Public Policy, and Law     Full-text available via subscription   (Followers: 13)
Psychometrika     Hybrid Journal   (Followers: 8)
Psychomusicology : Music, Mind, and Brain     Full-text available via subscription   (Followers: 8)
Psychoneuroendocrinology     Hybrid Journal   (Followers: 15)
Psychonomic Bulletin & Review     Full-text available via subscription   (Followers: 22)
Psychopathology     Full-text available via subscription   (Followers: 4)
Psychopharmacology     Hybrid Journal   (Followers: 15)
Psychophysiology     Hybrid Journal   (Followers: 9)
psychopraxis. neuropraxis     Hybrid Journal   (Followers: 1)
Psychosis: Psychological, Social and Integrative Approaches     Hybrid Journal   (Followers: 8)
Psychosomatic Medicine     Hybrid Journal   (Followers: 12)
Psychosomatic Medicine and General Practice     Open Access   (Followers: 1)
Psychosomatics     Hybrid Journal   (Followers: 9)
Psychotherapeut     Hybrid Journal   (Followers: 4)
Psychotherapy and Politics International     Hybrid Journal   (Followers: 4)
Psychotherapy and Psychosomatics     Partially Free   (Followers: 11)
Psychotherapy in Australia     Full-text available via subscription   (Followers: 1)
Psychotherapy Research     Hybrid Journal   (Followers: 22)
PsychTech & Health Journal     Open Access   (Followers: 2)
Psyecology - Bilingual Journal of Environmental Psychology     Hybrid Journal   (Followers: 3)
Psyke & Logos     Open Access   (Followers: 4)
Psykhe (Santiago)     Open Access  
Quaderni di Gestalt     Full-text available via subscription  
Quaderns de Psicologia     Open Access  
Qualitative Psychology     Full-text available via subscription   (Followers: 7)
Qualitative Research in Psychology     Hybrid Journal   (Followers: 19)
Qualitative Studies     Open Access   (Followers: 12)
Quality and User Experience     Hybrid Journal   (Followers: 5)
Quantitative Methods for Psychology     Open Access   (Followers: 1)
Quarterly Journal of Experimental Psychology     Hybrid Journal   (Followers: 24)
Race and Social Problems     Hybrid Journal   (Followers: 11)
Reading Psychology     Hybrid Journal   (Followers: 6)
Rehabilitation Psychology     Full-text available via subscription   (Followers: 9)

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Psychology Learning & Teaching
Journal Prestige (SJR): 0.179
Number of Followers: 14  
 
  Full-text available via subscription Subscription journal
ISSN (Online) 1475-7257
Published by Sage Publications Homepage  [1176 journals]
  • Editorial PLAT 22(2) 2023

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      Authors: Birgit Spinath, Zoe Maj Sander
      Pages: 121 - 123
      Abstract: Psychology Learning & Teaching, Volume 22, Issue 2, Page 121-123, July 2023.

      Citation: Psychology Learning & Teaching
      PubDate: 2023-06-13T07:00:17Z
      DOI: 10.1177/14757257231171693
      Issue No: Vol. 22, No. 2 (2023)
       
  • Abstracts of recent articles published in Teaching of Psychology

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      Pages: 216 - 221
      Abstract: Psychology Learning & Teaching, Volume 22, Issue 2, Page 216-221, July 2023.

      Citation: Psychology Learning & Teaching
      PubDate: 2023-06-13T07:00:16Z
      DOI: 10.1177/14757257231170069
      Issue No: Vol. 22, No. 2 (2023)
       
  • Psychologically Literate by Design: Four Case Study Undergraduate Modules
           that Centre Psychological Literacy

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      Authors: Richard Harris, Pam Birtill, Madeleine Pownall
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      Psychological literacy is an approach to teaching which encourages students to consider their subject knowledge in ‘real world’ applied contexts (i.e. in student’s lives beyond university), which may be professional, personal, or societal. ‘Real world’ here refers to the application of psychological knowledge and skills to students’ personal, student-role, work, and community contexts. Psychological literacy is typically integrated into psychology programmes through classroom activities, extra-curricular activities, and opportunities outside of the core curriculum. However, for the goals of psychological literacy to be fully realised, it should be intentionally and thoughtfully embedded at the module and programme level. One way to achieve this is to develop and evaluate modules (i.e. standalone units or courses) that embed psychological literacy explicitly by design. In this paper, we provide overviews, brief evaluations, and reflections on four undergraduate modules within a UK Psychology (BSc) degree that integrate the principles of psychological literacy. These include a first-year compulsory module (‘Biological Approaches to Human and Non-Human Behaviour’), a second-year compulsory module (‘Neuroscience’) and two final-year elective optional modules (‘Face Perception’ and ‘Feminist Social Psychology’). We offer reflections on the process of designing these modules as educators who are interested in developing students’ psychological literacy and also provide student evaluations.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-09-25T05:45:04Z
      DOI: 10.1177/14757257231201635
       
  • Simplification Is Not Indoctrination

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      Authors: Mario Gollwitzer, Johannes Prager, Marlene S. Altenmüller, Rizqy Amelia Zein
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      Bartels (2023; this issue) argues that (a) classic studies and topics covered in psychological textbooks and introductory classes are often misrepresented, (b) that there is an ideological bias among scholars in psychology towards the left side of the political spectrum, and (c) this bias is responsible for the misrepresentation of studies and topics in textbooks. In our commentary, we argue that claims (a) and (b) may be correct, but they have nothing to do with each other. Thus, claim (c) – that a liberal bias among scholars and course instructors leads to “indoctrination” in introductory courses and textbooks – is unsubstantiated and actually detrimental.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-09-11T06:08:58Z
      DOI: 10.1177/14757257231195352
       
  • The Psychometric Quality of Objective Structured Clinical Examinations
           Within Psychology Programs: A Systematic Review

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      Authors: Azaan Vhora, Ryan L. Davies, Kylie Rice
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      Background: Objective Structured Clinical Examinations (OSCEs) are a simulation-based assessment tool used extensively in medical education for evaluating clinical competence. OSCEs are widely regarded as more valid, reliable, and valuable compared to traditional assessment measures, and are now emerging within professional psychology training programs. While there is a lack of findings related to the quality of OSCEs in published psychology literature, psychometric properties can be inferred by investigating implementation. Accordingly, the current review assessed implementation of OSCEs within psychology programs against a set of Quality Assurance Guidelines (QAGs). Methods: A systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) recommendations. Electronic databases including ProQuest Psychology, PsycArticles, Psychology and Behavioural Sciences Collection, PsycInfo and key indexing databases such as Scopus, ProQuest, and Web of Science were used to identify relevant articles. Twelve full-text articles met all inclusion criteria and were included in the review. Results: There was considerable heterogeneity in the quality of studies and reporting of OSCE data. Implementation of OSCEs against QAGs revealed overall adherence to be “Fair.” Conclusion: The current review consolidated what is known on psychometric quality of OSCEs within psychology programs. A further need for quantitative evidence on psychometric soundness of OSCEs within psychology training is highlighted. Furthermore, it is recommended that future training programs implement and report OSCEs in accordance with standardized guidelines.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-09-08T07:01:42Z
      DOI: 10.1177/14757257231196707
       
  • Rebuttal to Comments of Target Article: Introductory Psychology: Embracing
           the Complexities and Controversies

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      Authors: Jared M. Bartels
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      In the target article I argued, based on a review of studies published on psychology textbook misrepresentations, that liberal or left-wing bias influences the presentation of politically relevant topics in the texts. Some responses to the target article provided helpful context in terms of better understanding the political backdrop against which psychological science is dispensed in psychology textbooks and courses. Questions were also raised about the sufficiency of the evidence and conclusions drawn. Lastly, several authors recommended changes to introductory psychology, most of which would reduce bias and indoctrination. In the rebuttal, I address several questions and concerns raised and review additional research in the process. While this research is further evidence of indoctrination, I will highlight how authors have been able to effectively navigate controversial topics.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-09-06T08:41:46Z
      DOI: 10.1177/14757257231197352
       
  • Are Scientific Memes Motivating and Does Public Sharing Affect
           Motivation'

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      Authors: Virginia Clinton-Lisell, Alison E. Kelly
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      In recent years, renewable assignments, or student creations that have value outside of a course, have received considerable attention. However, there is little theoretically grounded inquiry into students’ motivation for renewable assignments such as scientific memes. Moreover, it is unknown how public sharing of renewable assignments affects students’ perceived value and learning from coursework. In addition, public sharing could logically affect students’ pride and anxiety related to the renewable assignment, but this lacks empirical testing. The purpose of this study was to determine the effects of public sharing of renewable assignments on students’ perceived value, learning, pride, and anxiety relevant to the assignment. Across five courses, students (N = 102) were randomly assigned to have their scientific memes publicly shared or only shared within the course. Overall, scientific memes were generally considered as high in inherent interest and enjoyableness, moderate in usefulness, and low in levels of anxiety and emotional cost. Students whose scientific memes were publicly shared reported higher levels of perceived learning. There were no reliable differences in perceived value, pride, or anxiety due to public sharing. Overall, instructors may use these findings to inform the use of renewable assignments such as scientific memes in their courses.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-09-04T06:43:06Z
      DOI: 10.1177/14757257231197359
       
  • Psychology as Science and as Propaganda

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      Authors: Lee Jussim, Nathan Honeycutt
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      The target article highlights research known to have promoted unjustified politicized claims. It also points out that, although researcher political biases might account for this, there are often alternative explanations. It then discusses areas of research in which those alternative explanations are unlikely, so that the best explanation is political bias. The target article is fundamentally correct. Nonetheless, we argue that political bias is a characteristic of the claims made in research articles rather than primarily a characteristic of scientists. Inasmuch as some claim is not wrong simply by virtue of supporting an ideological narrative, to detect politically biased research, we identify four questions to be answered. Test 0 is necessary but not sufficient to infer political bias. If Test 0 is passed, then at least one of Tests 1, 2, or 3 must also be passed. Test 0: Does the study vindicate some political narrative' Test 1: Did they misinterpret or misrepresent their results in ways that unjustifiably advance a particular politicized narrative' Test 2: Do the authors systematically ignore papers and studies inconsistent with their ideology-affirming conclusions' Test 3: Did they leap to ideology-affirming conclusions based on weak data' We close with recommendations for preventing politically biased conclusions.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-08-30T07:45:29Z
      DOI: 10.1177/14757257231195347
       
  • Do Data Show That Textbooks in Psychology Treat Critique in an Ideological
           Manner'

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      Authors: Joris Lammers
      Abstract: Psychology Learning & Teaching, Ahead of Print.

      Citation: Psychology Learning & Teaching
      PubDate: 2023-08-24T10:13:57Z
      DOI: 10.1177/14757257231195357
       
  • It is Not ‘Indoctrination’ That Leads to the Lack of Debate, But the
           Lack of Debate that Leads to Indoctrination – A Comment on
           ‘Indoctrination in Introduction to Psychology’ by Jared Bartels

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      Authors: Dennis Hayes
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      Bartels gives some good examples of ‘liberal’ or ‘left-wing’ bias in introductory textbooks and suggests that one of the ways to ameliorate this is to adopt a more heterodox approach. This comment suggests that to achieve this very desirable end that psychologists need to look critically at the philosophical assumptions which influence their professional thinking. They must ask, ‘What is our concept of a human being'’ otherwise they will unthinkingly reflect the philosophical assumptions of victimhood culture that see human beings as diminished, vulnerable individuals.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-08-24T10:13:37Z
      DOI: 10.1177/14757257231195350
       
  • Changing the Subject: A Turn From Content Toward Values and Skills in
           Introductory Psychology

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      Authors: Susan A. Nolan, Jacquelyn Cranney
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      The author of the target article hypothesizes that introductory psychology textbook authors aim to “indoctrinate” students toward a more liberal political worldview. In our response, we offer a counterhypothesis that introductory psychology authors are more likely to be biased against updating older research in general, given the enormous amount of new research that must be incorporated, as opposed to specifically ignoring findings that fit with a conservative political worldview. We point to content that is generally overlooked that would fit with a liberal perspective, and we suggest an empirical investigation that the author could conduct to evaluate these competing hypotheses. Finally, we encourage a pivot in how we think about the introductory psychology course from an emphasis on content to an emphasis on skills and values, offering psychological literacy as a framework for the renewal of the introductory psychology curriculum.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-08-23T09:07:50Z
      DOI: 10.1177/14757257231195344
       
  • The Context of Indoctrination in Introductory Psychology

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      Authors: Douglas A. Bernstein
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      This commentary describes a set of academic, social, and financial factors that provide a context for Jared Bartel's article in which he claims that students in introductory psychology in North America are being indoctrinated by instructors who present socio-politically biased coverage of controversial areas of psychological research.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-08-18T09:09:57Z
      DOI: 10.1177/14757257231195353
       
  • Liberal Bias on Psychology: A Comment on Bartels (2023)

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      Authors: Christopher J. Ferguson
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      Several prior empirical studies have documented considerable mistakes, often ongoing, in how research is presented in introductory psychology textbooks. Extending upon these previous analyses, Bartels notes that introductory psychology textbooks also demonstrate a pronounced liberal/progressive bias. Given the pronounced ideological bias among both practitioners and researchers in the field, this should not be a surprise. In this comment, I extend Bartels’ observations by raising the issues with textbooks reflect widespread problems within our field. It is well past time that psychology takes a hard look at how to increase rigor and reduce political biases.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-08-18T08:02:27Z
      DOI: 10.1177/14757257231195349
       
  • Comment on Target Article by Jared Bartels—What if Ideology is
           Rather Just Being Lazy'

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      Authors: Pedro De Bruyckere
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      In this reply to the article “Indoctrination in Introduction to Psychology” by Jared M. Bartels, true to Occam's razor, the argument is made that there is maybe an easier explanation for the mistakes often found in textbooks: laziness. Different examples are presented to make this argument.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-08-18T08:01:58Z
      DOI: 10.1177/14757257231195348
       
  • An Insufficiently Substantiated Claim Based on a Confirmation Strategy:
           Comment on Bartels’ “Indoctrination in Introduction to Psychology”

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      Authors: Florian Ermark, Henning Plessner
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      In his target article on “Indoctrination in Introduction to Psychology,” Bartels proposes that in introductory textbooks of psychology studies and their results are systematically presented in such a way that they tend to correspond to left-liberal political positions and that the state of psychological knowledge is reflected in a correspondingly distorted way. In our commentary, we clarify that the evidence Bartels presents for this claim is insufficient. At first, he takes a purely hypothesis-confirming approach based on selective sampling. Second, he draws an invalid causal inference from a supposed liberal majority in the psychological community to their representation of psychological content in textbooks. And third, he assigns introductory textbooks a function that we believe they do not have. Nonetheless, we welcome the discussion of how best to teach critical reflective thinking in psychology courses.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-08-18T08:01:28Z
      DOI: 10.1177/14757257231195343
       
  • Indoctrination in Introduction to Psychology

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      Authors: Jared M. Bartels
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      There have been dozens of papers published on the misrepresentation of psychological studies and theories (e.g., omitting criticisms) presented in introductory textbooks.
      Authors of these papers have offered numerous explanations for the errors including limited space for covering criticisms and the desire among textbook authors to “sell” psychological science to an introductory audience. In the present article, several studies and theories, most of which have been identified in previous research as misrepresented in introductory psychology textbooks, are reviewed. The possibility of ideological bias contributing to the misrepresentation is considered. The bias in introductory psychology is considered in the context of wider concerns about the consequences of political homogeneity in the field. Suggestions for reducing bias in introductory psychology textbooks and courses are offered.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-08-17T06:15:12Z
      DOI: 10.1177/14757257231195450
       
  • Skills and Competencies Gained From a Psychology Bachelor's Degree:
           European Graduates’ Perspectives

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      Authors: Ioulia Papageorgi, Nicola Falzon, Lenka Sokolova, Iva Stuchlikova, Sergio Salvatore, Morag Williamson, Juliet Foster, Nina Pavlin-Bernardic, Mirjana Beara, Helen Bakker, Stephan Dutke
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      Results from a survey conducted by the European Federation of Psychologists’ Associations Board of Educational Affairs are reported. A total of 227 psychology graduates from across Europe responded to an online survey. Participants were presented with a set of psychology subject-specific competencies and a set of general competencies and asked to rate the extent to which (a) their Bachelor studies supported the development of these competencies and (b) these competencies were relevant for employment as well as to comment on the value of a Psychology Bachelor degree. Findings suggest that an education in psychology develops psychological skills, but also graduates with more general competencies. Overall, psychological competencies appear to develop to a high level through the Bachelor in Psychology, with the exception of specific practical skills. On the contrary, general competencies appear to not develop to an adequate degree. Practical skills focusing on the administration of psychological tools, psychometric instruments and specialist software, as well as general competencies relating to computer literacy skills, communication skills and team-working skills should be further developed to prepare graduates adequately for employment. The study highlights the value of an education in psychology particularly for those individuals who do not wish to enter the applied psychology professions or academia.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-07-26T06:22:37Z
      DOI: 10.1177/14757257231187532
       
  • Assessing the Accuracy of Students’ Metacognitive Awareness of
           Psychology Concepts

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      Authors: Kit W. Cho
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      The present study explored the accuracy of participants’ (N = 317) metacognitive awareness (self-reported difficulty and confidence) of psychology concepts and the moderating effects of their psychology background (academic major, number of psychology courses completed, and overall psychology course grades). Participants first rated the difficulty of and their confidence in their knowledge of concepts from seven different subareas of psychology. They then completed a multiple-choice assessment testing their knowledge of the concepts they had previously rated. The results showed that both participants’ metacognitive awareness and experience in psychology predicted their accuracy on the assessment. A more extensive background in psychology was associated with a stronger relationship between metacognitive awareness and accuracy. A hierarchical multiple regression analysis revealed that metacognitive awareness contributed unique variance in predicting accuracy after accounting for students' psychology background. A parallel mediation analysis investigated the relationship between psychology background and metacognitive awareness on accuracy. This analysis revealed that confidence mediated the relationship between participants’ psychology background and their performance on the assessment. The results of the present study demonstrate that participants’ metacognitive awareness of psychology concepts increases with increasing psychological knowledge and experience. These findings suggest that psychology instructors should adjust their instructional and assessment strategies according to their students’ experience and knowledge levels and that more experienced psychology students should rely more on their metacognitive judgments to self-regulate their learning.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-06-19T01:09:59Z
      DOI: 10.1177/14757257231182301
       
  • Studying and Learning Psychology During the COVID-19 Pandemic: A
           Mixed-Methods Approach on Students’ Perspectives of Psychological
           Well-being and Adjustment to Studying Online

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      Authors: Elida Cena, Paul Toner, Aideen McParcland, Stephanie Burns, Katrin Dudgeon
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      Background: The challenges presented by coronavirus disease 2019 (COVID-19) in higher education pressured learners and instructors to incorporate online emergent learning which presented several well-being and academic challenges to students. Objective: The purpose of this study is to examine the impact of studying online to students’ well-being. Methods: A mixed methods approach was followed for this study. Eighty students completed an online survey that measured their stress level of studying online, and 13 semistructured interviews were conducted at Queen's University Belfast. Results: Findings suggest that online learning under such circumstances increased students’ level of stress due to a number of perceived factors. Our findings also reveal the journey of student adjustment to online learning, reflecting the flexibility of blended learning as a long-term pedagogical strategy in universities, necessary for University's survival. Conclusion: As demonstrated in this study, after the initial difficulties of moving to online learning which had negative impacts on students learning and well-being, students subsequently adjusted to the online learning environment documenting students’ adaptability to a new learning environment and highlighting student resilience.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-04-28T05:27:09Z
      DOI: 10.1177/14757257231169938
       
  • The Effect of Review Questions and Response Cards on Increases in Active,
           Accurate Responses by Spanish University Students

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      Authors: Rosario Ruiz-Olivares, Marién Mesa
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      The aims of this study were to compare the use of Review Questions (RQs) and RQs + Response Cards (RCs) in a Spanish university context; to observe which procedure most increases Active Student Responses (ASRs), to verify whether the use of these procedures improves the accuracy of students’ exam answers and, to observe whether unscheduled ASR increases under experimental conditions. 67 Spanish university students from a Spanish public university participated in the study. An A–B design of alternating treatments was used to compare the use of RQ and RQ + RC. The results showed that the condition RQ y RQ + RC increased the frequency of ASRs and RQ + RC improved the accuracy of students’ answers in online exams. There was also an upward trend in unscheduled ASRs during both conditions. The conclusion was that more research is needed to improve the daily teaching practice of university teachers by developing strategies to facilitate formative assessment, to improve ASR and, by extension, to improve the effectiveness of students’ final exam answers.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-04-25T05:02:30Z
      DOI: 10.1177/14757257231170621
       
  • Combining a Direct and Indirect Training Approach for Cross-Domain
           Competences: The Case of the Course “Pedagogy for Psychotherapists”

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      Authors: Nina Udvardi-Lakos, Marlene Weirich, Kim Lützenburger, Julia Asbrand, Alexander Renkl
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      In psychology programs, students should acquire both domain-specific knowledge and cross-domain competences important for later practice (e.g., multiple document literacy). Typically, such competences are trained directly in courses explicitly devoted to them or indirectly in courses on psychological topics that require them without systematically teaching and training them (e.g., when reading multiple texts about a topic). To exploit the advantages of both direct and indirect training approaches, we combined them in a new psychology course in which students were taught domain-specific knowledge on pedagogy and psychotherapy, and they were trained in the competence facets of (a) epistemic beliefs, (b) multiple document literacy, and (c) argumentative thinking. The direct training took a tried-and-tested example-based learning approach. A central element of the indirect training consisted of course assessments requiring the application of these three competences to the contents about pedagogy and psychotherapy. The combined training approach led to significant increases in declarative knowledge, advanced epistemic beliefs, and greater self-efficacy in implementing strategies relating to multiple document literacy and argumentative thinking. This approach can be adapted to accommodate different psychological content areas or different cross-domain competences.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-03-22T07:34:57Z
      DOI: 10.1177/14757257231163482
       
  • I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and
           Learning

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      Authors: Regan A. R. Gurung, Stephanie Byers, Jor Grapentine, Arianna Stone
      Abstract: Psychology Learning & Teaching, Ahead of Print.
      While colleges and universities grapple with delivering instruction face-to-face during the pandemic, there is still a lot to learn from remote teaching experiences. The present study aimed to predict self-reported learning during the first year of the pandemic. Building on previous scholarship on the topic, we focus on the moderating effects of self-efficacy, and the mediating effects of coping styles on the relationship between stress and self-reported learning experiences. We also included self-perceptions of class effort, the instructor, and changes in class, personal, professor, and health behaviors. Students (N = 272) in Introductory Psychology classes participated in an online survey as part of a class research requirement. Analyses demonstrated that self-efficacy predicted differences in many measures associated with learning and predicted learning over and above all other variables entered in a hierarchical regression. The relationship between stress and learning was mediated by coping, but not moderated by self-efficacy. These results suggest student beliefs about their ability to perform online are important to learning outcomes, but coping mechanisms mediate the relationship of stress and learning. Especially while teaching during pandemic times using different modalities, instructors will do well to directly address students’ perceptions of their own ability and build self-efficacy.
      Citation: Psychology Learning & Teaching
      PubDate: 2023-02-10T06:56:30Z
      DOI: 10.1177/14757257231155250
       
 
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