 Subjects -> PSYCHOLOGY (Total: 983 journals)
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- Clinical psychology graduate students: Lessons learned from a sudden
transition to online education.-
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Abstract: The coronavirus disease (COVID-19) pandemic necessitated a rapid transition to online instruction, yet data as to the effectiveness of online training for doctoral psychology trainees are sparse. We surveyed clinical psychology students (N = 152) regarding their experiences of synchronous online education during the pandemic, with a focus upon factors related to perceived quality, effectiveness, and future preferences. Many students transitioned to both online didactic learning and to online supervision and clinical service delivery. Behavioral engagement with online instruction was associated with students’ perceptions of the quality and effectiveness of their online education experience, and these were related to their future preferences. A more positive transition to online clinical service delivery was associated with favorable perceptions of the effectiveness of online education. Findings suggest that students’ behavioral engagement in online education plays a pivotal role in the perceived quality of their online educational experience. Findings have implications for students and instructors that may augment online education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 05 May 2022 00:00:00 GMT
DOI: 10.1037/stl0000317
- Language matters: Understanding international students’ introductory
psychology performance.-
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Abstract: Introductory Psychology (Intro Psych) is an incredibly popular gateway course, but one that poses notable difficulties for students. These challenges may put international students, such as those from East/Southeast Asia (E/SEA), at a relative disadvantage in the course. English-language proficiency represents a possible resource for E/SEA international students in Intro Psych. However, the specific nature of the relation between English-language proficiency and Intro Psych performance is not well understood. Our hypotheses tested, with increasing precision, the extent to which E/SEA international students suffer more in Intro Psych and the potential role of language proficiency in their performance. Compared to both American-born (n = 715) and immigrant students (n = 145), E/SEA international students (n = 326) earned lower grades in Intro Psych. Unlike the other student groups, E/SEA international students earned lower grades in Intro Psych than in other courses in general. Further, in Intro Psych, E/SEA international students with lower English-language proficiency performed below those with higher proficiency. This proficiency-based difference was stronger in Intro Psych than in other courses in general and held only for E/SEA international students, not immigrant students who were also nonnative English speakers. These results suggest that E/SEA international students—particularly those with less-strong language skills—face a unique vulnerability in Intro Psych, one that is not shared by other students and that does not generally extend to other courses in which they enroll. This has implications for addressing the challenges that international students face and reducing barriers to student learning in Intro Psych. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 31 Mar 2022 00:00:00 GMT
DOI: 10.1037/stl0000323
- Greater objective numeracy protects COVID-19 pandemic grades but endangers
academic interest.-
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Abstract: The coronavirus disease (COVID-19) pandemic greatly affected educational experiences by forcing students and teachers to change their learning and instructional strategies and by disrupting life outside the classroom as well. To determine the impact of the pandemic on students varying in ability, we measured perceived pandemic disruption, objective numeracy (ONS), math interest, and other academic- and life-related outcomes in an introductory data analysis course (N = 399) that switched mid-semester from in-person to online instruction because of the pandemic. As in prior research, those higher in objective numeracy had better academic outcomes before and during the pandemic. Ability did not predict perceived disruption, but students with lower numeric self-efficacy, women, and Pell Grant recipients (indicating low socioeconomic status) experienced more pandemic disruption. Although we expected numeracy to protect academic outcomes from disruption, we observed this effect only for grades. Unexpectedly, numeracy predicted greater vulnerability to losing interest in math, such that greater perceived disruption reduced math interest for those higher in objective numeracy but not for those lower in objective numeracy. Similarly, we found a small indirect effect of objective numeracy and disruption on course enrollment via math interest. In practical terms, about 30% fewer high-objective numeracy students enrolled in the advanced statistics course when they were high rather than low in disruption. Thus, high-ability students may paradoxically perform better but feel worse when faced with unexpected hardships. Our findings highlight the importance of educators being mindful of their high-ability students’ struggles as their academic motivation may be less resilient than previously expected. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Mon, 14 Mar 2022 00:00:00 GMT
DOI: 10.1037/stl0000319
- Reducing the negative effects of multitasking on online or distance
learning by using retrieval practice.-
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Abstract: Students often multitask during class and while reading content, which can impair academic achievement, especially during online teaching, when they cannot be monitored. People also prefer to restudy class content by rereading, which is not very effective in promoting lasting learning compared with retrieval practice, that is, trying to recall information to which one has been previously exposed. We investigated whether the negative long-term recall effects of encoding content while multitasking (reading text messages on a cell phone while reading to-be-remembered information from texts presented onscreen), could be reduced by subsequent retrieval practice (answering multiterm or fact questions about the texts) instead of rereading text information. Sixty undergraduates took part in this within-participant, randomized, repeated measure experiment which manipulated exposure to content (no multitasking or multitasking) followed by reexposure to content (rereading or retrieval practice). We found that answering questions about texts (retrieval practice) that were read with and without multitasking, both led to better recall 7 days later than texts read with multitasking followed by rereading. Hence, we showed that providing retrieval practice opportunities can potentially partially mitigate the adverse effects of multitasking while studying. Judgments of learning showed that participants believe that rereading was a more effective technique than retrieval, whereas the results showed the opposite was true. However, participants were aware that multitasking during reading was less effective than reading without multitasking. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 24 Feb 2022 00:00:00 GMT
DOI: 10.1037/stl0000314
- A psychometric evaluation of the Psychological Critical Thinking
Examination for course and program assessment.-
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Abstract: A growing interest in higher education is measuring subject-specific critical thinking (CT), both for its relevance to course and program objectives as well as for examining the effectiveness of targeted instructional interventions. We report psychometric properties of the revised Psychological Critical Thinking Exam (PCTE), a subject-specific CT test recommended in the American Psychological Association’s (2013) Guidelines for the undergraduate psychology major. Among 71 psychology students at a small, private university, PCTE items demonstrated moderate to high difficulty and mostly acceptable discrimination. We also found the PCTE to have excellent interrater reliability and good internal consistency and construct validity. This study adds to emerging evidence suggesting the revised PCTE is one useful measure of domain-specific CT skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 24 Feb 2022 00:00:00 GMT
DOI: 10.1037/stl0000318
- Impact of staff mentoring on ethnic and racial minority student program
satisfaction.-
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Abstract: There is a paucity of research examining the impact of staff mentoring on ethnic and racial minority (ERM) students in higher education. Given that there are insufficient numbers of ERM faculty, it is important for us to consider the contribution that staff may also have in supporting ERM students. Staff mentors may have more flexibility in their schedules and be able to avoid the dual role that is often inherently present with faculty (i.e., evaluator and mentor; Luedke, 2017). In this study, we examined the unique contribution of satisfaction with staff mentoring, irrespective of ethnicity and race, when compared to the contributions of satisfaction with faculty mentoring, perceived ethnic minority curriculum, and academic socialization to program satisfaction in ERM students enrolled in doctoral psychology programs. We found that staff mentoring, faculty mentoring, perceived ethnic minority curriculum, and academic socialization were each significantly related to program satisfaction. In addition, satisfaction with staff mentoring had a unique and significant positive relation to program satisfaction over and above the contributions of each of the other three factors when considered individually and in combination. Our findings support and extend existing research on the importance of staff mentors for ERM students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 24 Feb 2022 00:00:00 GMT
DOI: 10.1037/stl0000316
- Teaching personality theories for engagement in higher order thinking
skills.-
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Abstract: Personality theories at times can be complex and abstract for students to comprehend for practical use; however, effective teaching techniques can yield better outcomes. The primary objective of this study was to investigate whether the proposed module promotes engagement with higher order thinking skills and impacts academic performance. Post-test-only control group design and face-to-face interview technique were employed to collect data. Sixty-eight in-service teachers (Experimental group = 35; Control group = 33) participated in a quasi-experimental study. Data were collected in five semesters across two academic years. Students in the experimental group performed significantly better on the quiz and reported higher engagement in higher order thinking skills than the students in the control group. The qualitative findings suggested that the module promoted deep and meaningful, and collaborative learning opportunities for higher order thinking. The teaching module can effectively facilitate critical reading and understanding of personality theories by engaging students in activities that require high-order thinking skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 17 Feb 2022 00:00:00 GMT
DOI: 10.1037/stl0000321
- Dispositional intelligence of the Five-Factor Model as a learning outcome
in an undergraduate personality course.-
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Abstract: This pedagogical prime aimed to examine whether undergraduate education in personality psychology was associated with increases in dispositional intelligence, a key variable underlying social skills. The sample consisted of students enrolled in a small Introduction to Personality college course who completed a summative performance-based assessment of their conceptual reasoning that required a complex application of their understanding of personality. On the first day of class, the students completed a dispositional intelligence scale, demonstrating their precourse understanding of how personal adjectives (e.g., insecure) correspond to particular personality dispositions (e.g., neuroticism). They took the same scale again on the last day of class to assess if learning about the Five-Factor Model (FFM) during the class was associated with increased dispositional intelligence scores. Results from this longitudinal study revealed that participants had an increase in dispositional intelligence from the first to last day of class (d = 0.89, p = .001), especially when perceiving the dispositions of openness (d = .59, p = .04) and agreeableness (d = .69, p = .019). In conclusion, a college personality course emphasizing the FFM was associated with increases in a measure of personality understanding. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 17 Feb 2022 00:00:00 GMT
DOI: 10.1037/stl0000315
- Effects of in-class engagement activities in online synchronous classes.
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Abstract: Engaging students during class is among the most common challenges facing instructors and is especially challenging for instructors in online synchronous classes. In online classes students may be distracted by their cell phones or other personal devices or may simply have difficulty maintaining attention to a screen for an extended length of time. The present study examined the learning benefits of incentivized in-class activities to engage student attention (Attendance Checks) and engagement with class material (Mastery Quizzes, Brief Writing Assignments). These brief interventions can be easily integrated during online classes. A randomized alternating treatments design within two introductory psychology courses was employed to compare student performance on exam content associated with classes with in-class activities with those without activities (teaching-as-usual, no-activity control). Results showed that students performed significantly better on exam content associated with classes incorporating attendance checks and brief writing assignments than a no-activity control. Mastery quizzes failed to yield a significant learning benefit in comparison to the control condition. We also found moderator effects, such that in-class activities were generally stronger on test items tied directly to concepts discussed in class than on test items on the same topical area drawn from textbook material but not directly discussed in class. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 23 Dec 2021 00:00:00 GMT
DOI: 10.1037/stl0000312
- Using ants as a novel approach for student training in research methods.
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Abstract: Animal research is foundational to psychological science. Using live animals in research methods courses allows for active, cooperative learning in small groups. However, there are several challenges (e.g., institutional oversight, resources, cost, time) that prevent faculty from offering this opportunity, which limits the training available to students at those institutions. Harvester ants are an invertebrate animal model relevant to learning and memory research that overcome many of these challenges. The literature on learning in ants is relatively small, making it approachable for new students during the early stages of research training. Students can conduct basic behavioral experiments economically because little special equipment is required to observe or manipulate these animals. Harvester ants are easily accessible and inexpensive to acquire and maintain. As invertebrates, ants allow for flexibility in experimental design, piloting, and implementation. Altogether, harvester ants can provide student researchers the opportunity to engage in the original collection and analysis of behavioral data. Using this animal model can generate new research training opportunities in classroom settings, including the development and refinement of general research skills. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 23 Dec 2021 00:00:00 GMT
DOI: 10.1037/stl0000310
- Can you judge a book by its modality' An experimental comparison of
reading and test performance across a print, electronic, or interactive
introduction to psychology textbook assignment.-
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Abstract: The increasing prevalence of electronic textbooks (e-texts) in psychology courses necessitates rigorous evaluation of whether students read and learn from electronic texts as well as they do with printed texts. Some meta-analyses indicate a small but reliable advantage of printed text over electronic text on measures of reading comprehension, but recent studies examining interactive e-texts have reported no such print modality advantage. The present study was designed with both experimental control and ecological validity in mind, as college participants were recruited for a paid experiment in which they were randomly assigned to read a chapter of an introductory psychology text in one of three modalities: print book, static pdf, or interactive e-text. We gave participants 1 week to complete their reading at their own pace—wherever and whenever they chose—before administering to them a realistic test for which we created financial performance incentives. Results indicated that students completed their reading assignments in similar fashion across text modality, with the exception that highlighting was most common in the print text condition (although electronic highlighting was available and modeled for participants in the pdf and interactive e-text conditions). Analyses of test performance revealed no evidence for a print text advantage on multiple-choice, fill-in-the-blank, or short-answer questions. Indeed, participants were most likely to score high enough to earn a performance bonus in the interactive e-text condition. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Mon, 20 Dec 2021 00:00:00 GMT
DOI: 10.1037/stl0000308
- Up close and personal: Examining effects of instructor video presence on
student’s sense of connection.-
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Abstract: The Coronavirus disease (COVID-19) pandemic prompted educators of all levels to adapt their courses to online formats and challenged them to create and preserve positive relationships with students. The goal of the present studies was to explore one possible tool for building student–teacher connection in an online class: prerecorded video used to deliver course content. We conducted two online experiments to test whether different forms of instructor presence in prerecorded video affect students’ sense of connection with the instructor. College-aged participants viewed a brief video segment from the first lecture of an introductory psychology course and then completed several measures regarding their sense of connection with the instructor and how much they anticipated engaging in important academic behaviors (e.g., attending class). In Study 1, participants were randomly assigned to view the instructor presenting a slide deck at eye level or in a lecture hall. In Study 2, participants viewed one of these videos or a third video presenting a slide deck with an audio-only narration. We found a consistent eye-level advantage; the video of the instructor at eye level, speaking directly to the camera, elicited higher ratings of instructor likeability, immediacy, and trust, and higher expectations of participating in class than did other videos. We found few benefits of showing a visible instructor in a lecture hall compared to audio narration. Overall, our findings suggest that the way a prerecorded video features an instructor can affect students’ immediate sense of connection with that instructor and expectations to engage in the course. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 16 Dec 2021 00:00:00 GMT
DOI: 10.1037/stl0000306
- Teaching APA style: Missing the forest for the trees'
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Abstract: Communication is a core outcome for psychology undergraduates upon graduation (American Psychological Association, 2013) and a skill that employers expect (Appleby, 2014). Within research methods courses, students’ psychology programs tend to focus heavily on teaching APA style as a way for students to learn the rhetoric of the field (Madigan et al., 1995). As we teach students APA style writing in undergraduate psychology curricula, we may overemphasize APA formatting, just one aspect of APA style, over the skill of communication (e.g., appropriate voice). Hence, we may be missing the forest for the trees. Focusing on mastering APA formatting, which changes over time and is increasingly available as built-in software templates, over learning to communicate in a precise and persuasive way may be a disservice to students. We argue that faculty resources for teaching APA style need more emphasis on the facilitation of scientific voice over formatting. In addition, psychology faculty need more empirically tested support for how to best serve the needs of students beyond graduation in determining how to balance APA format and scientific voice in teaching APA style. The discipline also needs more research to determine how learning APA format influences students’ perceptions and enjoyment for the science of psychology. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 04 Nov 2021 00:00:00 GMT
DOI: 10.1037/stl0000304
- Seeing self and others on-screen does not negatively impact learning in
virtual classrooms.-
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Abstract: With an increase in remote learning and virtual learning environments, it is important to know how different conditions (e.g., video cameras on/off) influence student learning. We investigated learning outcomes in virtual classrooms under three video camera conditions: (1) students who did not see themselves, nor others; (2) students who saw others, but not themselves; (3) students who saw both themselves and others. Participants consisted of 150 students who watched a recorded video lecture then took a quiz on the lecture material. Analyses indicate that students who saw both themselves and others had higher quiz scores, as compared to students who did not see themselves, nor others. These results suggest that, although there might be other considerations regarding video camera use in remote learning (e.g., privacy), negative learning outcomes do not seem to be one of them. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Mon, 01 Nov 2021 00:00:00 GMT
DOI: 10.1037/stl0000303
- Employable skills self-efficacy survey: A validation study.
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Abstract: The Employable Skills Self-Efficacy Survey (ESSES; Ciarocco & Strohmetz, 2018) measures undergraduate psychology students’ employable skills self-efficacy. This study aimed to provide additional validity evidence for the ESSES by looking at its internal structure, reliability, and convergent and discriminant validity using a sample of 170 undergraduate students. A confirmatory factor analysis did not support the 11-factor structure but did show strict unidimensionality for 10 of the subscales when examined individually. There was evidence of convergent validity, but limited evidence of discriminant validity. Revisions are necessary before this scale should be used to measure the employable skills self-efficacy of undergraduate psychology students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
PubDate: Thu, 14 Oct 2021 00:00:00 GMT
DOI: 10.1037/stl0000298
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