Aspirational Model Teaching Criteria for Psychology

ERIC Educational Resources Information Center

Richmond, Aaron S.; Boysen, Guy A.; Gurung, Regan A. R.; Tazeau, Yvette N.; Meyers, Steven A.; Sciutto, Mark J.

2014-01-01

In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation…

Psychological literacy: proceed with caution, construction ahead

PubMed Central

Murdoch, Douglas D

2016-01-01

Psychological literacy is the ethical application of psychological skills and knowledge. This could benefit individuals in their personal, occupational, and civic lives and subsequently benefit society as a whole. We know that psychology has a wide-ranging impact on society. The potential benefits of a psychologically literate citizenry in improved parenting, better business practices, enlightened legislation, and many other areas make this a desirable goal. It has been proposed that this should become the primary goal of an undergraduate psychology education to benefit the majority who do not go on to graduate school and even those who only take a few psychology courses. This idea has significant merit and warrants further investigation and development. However, there are major concerns that need to be addressed. First, what are uniquely psychological skills and knowledge? Many of the skills psychology undergraduates acquire are generic to university and not specific to psychology. Second, psychology can be as harmful when misapplied as it can be beneficial when ethically applied. Third, psychology departments will need to address pragmatic as well as ethical issues, including issues of competency, boundaries, accountability, and confidentiality. Fourth, the available empirical evidence to direct such efforts is primarily at the anecdotal, case example, and pilot study stages. Significant improvements are needed in measuring psychological literacy, choice of outcome measures, and research methodologies before these advantages can be realized in an empirically supported manner. Currently, best practices in the undergraduate curriculum are the mindful and purposeful design of courses and experiential opportunities. It is proposed that psychological literacy is best conceptualized as a meta-literacy and that it should become a goal of psychology undergraduate education but not necessarily the goal. PMID:27540315

Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research.

PubMed

Wang, Qing; Li, Huiping; Pang, Weiguo; Liang, Shuo; Su, Yiliang

2016-01-05

Medical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context. A participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process. Five themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed. The findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.

Are Psychology Students Getting Worse at Math?: Trends in the Math Skills of Psychology Statistics Students across 21 Years

ERIC Educational Resources Information Center

Carpenter, Thomas P.; Kirk, Roger E.

2017-01-01

Statistics is an important subject in psychology and social science education. However, inadequate mathematical skills can pose a barrier to learning statistics. Some educators have suggested that students' math skills are declining. The present research examined trends in the math skills of psychology undergraduates across 21 years. Students…

Learning the Psychology of the Tip-of-the-Tongue Phenomenon through On-Line Practice

ERIC Educational Resources Information Center

Ruiz, Marcos; Contreras, María José

2017-01-01

Psychology undergraduates can benefit from direct experiences with laboratory procedures of psychological phenomena. However, they are not always available for students within a distance education program. The present study included students from the Spanish National Distance Education University (UNED) that were to take part in a Basic Psychology…

Interdisciplinarity and Undergraduate Psychology Education

ERIC Educational Resources Information Center

Goodwin-Smith, Ian; Pearson, Elissa; Ranzijn, Rob; Campbell, Alan; Lushington, Kurt

2013-01-01

This work identifies the human service sector as an important and growing destination for psychology graduates. It further identifies a number of key themes which flow from that observation and which are important to configuring psychology education in a way which takes account of emerging trends. The major theme identified in the research is the…

Predictors of Overall Performance in a B.Ed. Course and in Educational Psychology.

ERIC Educational Resources Information Center

Borg, Mark C.; Falzon, Joseph M.

1991-01-01

A study investigated relationships between entry qualifications, area of specialization, and sex of students (n=313) in an undergraduate education program and overall program performance. Performance in educational psychology was an efficient predictor of overall program achievement. Math/science specialists performed better in educational…

Attempting to Predict Withdrawal from Higher Education Using Demographic, Psychological and Educational Measures

ERIC Educational Resources Information Center

Charlton, John P.; Barrow, Corinne; Hornby-Atkinson, Pat

2006-01-01

Demographic, psychological and secondary level examination measures were obtained at the start of undergraduate courses in an attempt to predict first-year higher education (HE) withdrawal. As usual, withdrawal was greatest for males. Overall, intrinsic motivation and independent study expectations were better predictors of withdrawal than…

Psychological Distress and Help Seeking Amongst Higher Education Students: Findings from a Mixed Method Study of Undergraduate Nursing/Midwifery and Teacher Education Students in Ireland

ERIC Educational Resources Information Center

Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2016-01-01

Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all…

"By the End of the Course All Students Should Know...": Setting Coherent Aims for the Teaching of Psychology in School, College and University

ERIC Educational Resources Information Center

Rowley, Martin

2008-01-01

As J. Radford (2008) points out in "Psychology in its place," the question of what role psychology should play in Higher Education is merely a subsection of the question, what is (Higher) Education for? In light of the large number of psychology undergraduates who do not go on to pursue careers in psychology, Radford argues cogently for…

Introductory Psychology: What's Lab Got to Do with It?

ERIC Educational Resources Information Center

Peterson, Jamie J.; Sesma, Arturo, Jr.

2017-01-01

The American Psychological Association Board of Educational Affairs Working Group (APA) recommends providing some research experience to undergraduate students in the introductory psychology course. This nationwide survey of introductory psychology instructors explored the frequency of integrated research opportunities in introductory courses,…

The measurement of psychological literacy: a first approximation

PubMed Central

Roberts, Lynne D.; Heritage, Brody; Gasson, Natalie

2015-01-01

Psychological literacy, the ability to apply psychological knowledge to personal, family, occupational, community and societal challenges, is promoted as the primary outcome of an undergraduate education in psychology. As the concept of psychological literacy becomes increasingly adopted as the core business of undergraduate psychology training courses world-wide, there is urgent need for the construct to be accurately measured so that student and institutional level progress can be assessed and monitored. Key to the measurement of psychological literacy is determining the underlying factor-structure of psychological literacy. In this paper we provide a first approximation of the measurement of psychological literacy by identifying and evaluating self-report measures for psychological literacy. Multi-item and single-item self-report measures of each of the proposed nine dimensions of psychological literacy were completed by two samples (N = 218 and N = 381) of undergraduate psychology students at an Australian university. Single and multi-item measures of each dimension were weakly to moderately correlated. Exploratory and confirmatory factor analyses of multi-item measures indicated a higher order three factor solution best represented the construct of psychological literacy. The three factors were reflective processes, generic graduate attributes, and psychology as a helping profession. For the measurement of psychological literacy to progress there is a need to further develop self-report measures and to identify/develop and evaluate objective measures of psychological literacy. Further approximations of the measurement of psychological literacy remain an imperative, given the construct's ties to measuring institutional efficacy in teaching psychology to an undergraduate audience. PMID:25741300

Enhancing the Psychology Curriculum through Service Learning

ERIC Educational Resources Information Center

Bringle, Robert G.; Ruiz, Ana I.; Brown, Margaret A.; Reeb, Roger N.

2016-01-01

Educators in psychology should aspire to encourage students' holistic growth in academic, personal, and civic domains. We propose that service learning is the most potent pedagogy for developing well-rounded, psychologically literate citizens capable of meeting the goals for the undergraduate psychology major. This article defines service…

Undergraduates' Personal Circumstances, Expectations and Reasons for Attending University

ERIC Educational Resources Information Center

Balloo, Kieran; Pauli, Regina; Worrell, Marcia

2017-01-01

Undergraduate students are likely to have a range of reasons for attending university and expectations about their education. The current study aimed to determine the most prevalent reasons and expectations among students, and how these differed based on their personal circumstances. First-year undergraduate psychology students completed a…

An Evaluation of the Use of Turnitin for Electronic Submission and Marking and as a Formative Feedback Tool from an Educator's Perspective

ERIC Educational Resources Information Center

Buckley, Emily; Cowap, Lisa

2013-01-01

The aim of this project was to pilot plagiarism detection software and online marking, evaluating its use with staff on a first year undergraduate module within the psychology department at a UK university. One hundred and sixty undergraduate psychology students submitted three assignments via Turnitin, and staff used the software to check for…

Princeton Retrospectives. Twenty-Fifth-Year Reflections on a College Education.

ERIC Educational Resources Information Center

Heath, Roy

Princeton University graduates of the class of 1954 were interviewed to determine what aspects of their undergraduate education they value and how their undergraduate years may have enriched their lives. The author, a professor of psychology at Princeton from 1950-1954, interviewed 32 of his former advisees 25 years after their graduation. The…

Goals, Purposes, and Future of Undergraduate Education in the Psychology of Aging

ERIC Educational Resources Information Center

Schonfield, David; Chatfield, Sally

1976-01-01

An introductory course in gerontology should be tied to the liberal arts core of higher education and not merely provide assembly lines of facts. Undergraduates should be helped to appreciate difficulties in designing and interpreting gerontological studies and to realize that they are not yet ready to undertake independent empirical…

Continuous Assessment in a Large Group of Psychology Undergraduates

ERIC Educational Resources Information Center

Clariana, Merce; Gotzens, Concepcion; Badia, Mar

2011-01-01

Introduction: A continuous classroom assessment method was applied to a higher education course aimed at a large group of educational psychology students at the "Universitat Autonoma de Barcelona". Following the Bologna directions and the constructivist model, both declarative and procedural knowledge was taught in the module, and the…

Understanding Undergraduate Student Perceptions of Mental Health, Mental Well-Being and Help-Seeking Behaviour

ERIC Educational Resources Information Center

Laidlaw, Anita; McLellan, Julie; Ozakinci, Gozde

2016-01-01

Despite relatively high levels of psychological distress, many students in higher education do not seek help for difficulties. This study explored undergraduate student understanding of the concepts of mental health and mental well-being and where undergraduate students would seek help for mental well-being difficulties. Semi-structured interviews…

Sources of stress and psychological morbidity among undergraduate physiotherapy students.

PubMed

Walsh, J M; Feeney, C; Hussey, J; Donnellan, C

2010-09-01

Professional education can be a stressful experience for some individuals, and may impact negatively on emotional well-being and academic performance. Psychological morbidity and associated sources of stress have not been investigated extensively in physiotherapy students. This study explored sources of stress, psychological morbidity and possible associations between these variables in undergraduate physiotherapy students. A questionnaire-based survey. The Undergraduate Sources of Stress Questionnaire was used to identify sources of stress, and the General Health Questionnaire-12 (GHQ-12) was used to rate the prevalence of psychological morbidity, using a conservative GHQ threshold of 3 to 4 to determine probable 'cases'. Uni- and multivariate tests of correlation were used to analyse the data. An Irish educational institution. One hundred and twenty-five physiotherapy undergraduate students. More than one-quarter of all students (27%) scored above the GHQ threshold, indicating probable psychological morbidity. This is higher than the level of psychological morbidity reported by the general population. Regression analysis showed that academic (beta=0.31, P<0.001) and personal (beta=0.50, P<0.001) sources of stress subscales were significant coefficients, explaining 48% of the variance in psychological morbidity after controlling for part-time employment and hours spent studying. Individual significant items from these subscales were stressful events (beta=0.24, P=0.004), mood (beta=0.43, P< or =0.001) and overall level of stress (beta=0.35, P< or =0.001). The results highlighted the emotional vulnerability of a significant proportion of physiotherapy students, with academic and personal issues being the greatest concern. While personal causes of stress such as stressful events and mood are more difficult to control, manipulation of curricular factors may have positive effects on academic sources of stress. Copyright 2010 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Integrating psychology with interpersonal communication skills in undergraduate nursing education: addressing the challenges.

PubMed

McCarthy, Bridie; Trace, Anna; O'Donovan, Moira

2014-05-01

The inclusion of the social, behavioural and bio-sciences is acknowledged as essential to the development of the art and science of nursing. Nonetheless, the literature highlights on-going debate about the content and delivery of these subject areas in undergraduate nursing education. The bio-sciences and social sciences in particular have received much attention but more recently the inclusion of psychology in nursing curricula is gaining momentum. Studies conducted on nursing students' views of these supporting sciences have also highlighted problems with their understanding, relevance and application to nursing practice. Although broad guidelines are given as to what should be included, no detail is given as to how much detail or at what level these subjects should be taught. Subsequently, approved institutions are responsible for their own course content. This has resulted in inconsistent and varied approaches to integrating the sciences in undergraduate nursing curricula. Following a recent review of the undergraduate nursing curriculum in one university in the Republic of Ireland a decision was made to combine the teaching, learning and assessment of Applied Psychology with Interpersonal Communication skills. This paper will describe the developmental process and evaluation of the integrated module. Copyright © 2014 Elsevier Ltd. All rights reserved.

Rogue Males: Sex Differences in Psychology Students

ERIC Educational Resources Information Center

Sander, Paul; Sanders, Lalage

2006-01-01

Introduction: This paper reports a preliminary study into the commitment and academic confidence of male students in undergraduate psychology, prompted by our own observations of the performance of male students and the literature on sex differences in education. Method: Using an analytical survey, level 1 psychology students at a new university…

Teaching about Disability in Psychology: An Analysis of Disability Curricula in U.S. Undergraduate Psychology Programs

ERIC Educational Resources Information Center

Rosa, Nicole M.; Bogart, Kathleen R.; Bonnett, Amy K.; Estill, Mariah C.; Colton, Cassandra E.

2016-01-01

Historically, psychology education about disability focused narrowly on psychiatric and cognitive disabilities. Furthermore, disability tends to be viewed from the medical model, rather than the social model endorsed by disability scholars, which describes disability as primarily socially constructed. Course offerings for the psychology…

Careers in Psychology: Creating Customized Learning to Expose the Invisible Curriculum

ERIC Educational Resources Information Center

Case, Kim A.; Miller, Angela; Hensley, Rachel; Jackson, Shaprie

2014-01-01

Invisible knowledge or the hidden curriculum, the informal education some students get from faculty mentors, is a privilege not afforded to all students. Many universities have instituted psychology careers courses to assist undergraduate psychology students with academic and career advisement. Designed to share this invisible curriculum with all…

Student-Related Variables as Predictors of Academic Achievement among Some Undergraduate Psychology Students in Barbados

ERIC Educational Resources Information Center

Fayombo, Grace Adebisi

2011-01-01

This study examined some student-related variables (interest in higher education, psychological resilience and study habit) as predictors of academic achievement among 131 (M (mean) = 28.17, SD (standard deviation) = 1.61) first year psychology students in the Introduction to Developmental Psychology class in UWI (The University of the West…

Coping Strategies and Psychological Well-Being among Teacher Education Students

ERIC Educational Resources Information Center

Gustems-Carnicer, Josep; Calderón, Caterina

2013-01-01

The coping strategies used by students play a key role in their psychological well-being. This study examines the relationship between coping strategies and psychological well-being in a sample of 98 undergraduates aged between 19 and 42 years. Coping strategies were evaluated by means of the CRI-A (Moos, 1993), while psychological well-being was…

The Role of Psychology in a Liberal Arts Education: An Interview With Diane F. Halpern

ERIC Educational Resources Information Center

McCarthy, Maureen A.

2005-01-01

Diane F. Halpern is the Past-President of the American Psychological Association (APA) and Director of the Berger Institute for Work, Family, and Children and Professor of Psychology at Claremont McKenna College. Her earlier appointments include professor of psychology, Chair and Dean of Undergraduate Studies at California State University, San…

Psychology Student Opinion of Virtual Reality as a Tool to Educate about Schizophrenia

ERIC Educational Resources Information Center

Tichon, Jennifer; Loh, Jennifer; King, Robert

2004-01-01

Virtual Reality (VR) techniques are increasingly being used in e-health education, training and in trial clinical programs in the treatment of certain types of mental illness. Undergraduate psychology student opinion of the use of Virtual Reality (VR) to teach them about schizophrenia at the University of Queensland, was determined with reference…

Teacher Subject Specialisms and Their Relationships to Learning Styles, Psychological Types and Multiple Intelligences: Implications for Course Development

ERIC Educational Resources Information Center

Perry, Chris; Ball, Ian

2004-01-01

This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information…

An Analysis on Teaching Reform of Tourism Psychology

ERIC Educational Resources Information Center

Wei, Min

2006-01-01

The goal of tourism education in Chinese undergraduate courses is to develop the student with ability of the application, the skill and meet the demand of the post for the administration of tourism. The tourism psychology took the core role of tourism specialty, whose educational model, the content, the teaching method, the way of examination and…

Psychological Growth, Cosmopolitanism, and Selection of Students for Cross-Cultural Educational Programs. Occasional Papers on Undergraduate Study Abroad.

ERIC Educational Resources Information Center

McEvoy, Theodore L.

It is suggested that greater attention be given to psychological development assessment in the selection of students for cross-cultural exchange programs. To date little effort has been made to evaluate such program objectives as: (1) fostering international understanding, and (2) attainment of educational experiences not available domestically.…

Specific attitudes which predict psychology students' intentions to seek help for psychological distress.

PubMed

Thomas, Susan J; Caputi, Peter; Wilson, Coralie J

2014-03-01

Although many postgraduate psychology programs address students' mental health, there are compelling indications that earlier, undergraduate, interventions may be optimal. We investigated specific attitudes that predict students' intentions to seek treatment for psychological distress to inform targeted interventions. Psychology students (N = 289; mean age = 19.75 years) were surveyed about attitudes and intentions to seek treatment for stress, anxiety, or depression. Less than one quarter of students reported that they would be likely to seek treatment should they develop psychological distress. Attitudes that predicted help-seeking intentions related to recognition of symptoms and the benefits of professional help, and openness to treatment for emotional problems. The current study identified specific attitudes which predict help-seeking intentions in psychology students. These attitudes could be strengthened in undergraduate educational interventions promoting well-being and appropriate treatment uptake among psychology students. © 2013 Wiley Periodicals, Inc.

Mental Health Issues and Higher Education Psychology Teaching

ERIC Educational Resources Information Center

Craig, Naomi

2010-01-01

This paper focuses on widening participation and accessibility in relation to mental health issues and undergraduate psychology students. Sections 1 and 2 set the context and outline the scope and aims of this paper. Section 3 presents evidence of the student experience from the Improving Provisions for Disabled Psychology Students (IPDPS)…

“Having to Shift Everything We’ve Learned to the Side”: Expanding Research Methods Taught in Psychology to Incorporate Qualitative Methods

PubMed Central

Roberts, Lynne D.; Castell, Emily

2016-01-01

In Australia the tradition of conducting quantitative psychological research within a positivist framework has been challenged, with calls made for the inclusion of the full range of qualitative and quantitative methodologies within the undergraduate psychology curriculum. Despite this, the undergraduate psychology curriculum in most Australian universities retains a strong focus on teaching quantitative research methods. Limited research has examined attitudes toward qualitative research held by undergraduate psychology students taught within a positivist framework, and whether these attitudes are malleable and can be changed through teaching qualitative methodologies. Previous research has suggested that students from strong quantitative backgrounds experience some cognitive dissonance and greater difficulties in learning qualitative methods. In this article we examine 3rd year undergraduate psychology students’ attitudes to qualitative research prior to commencing and upon completion of a qualitative research unit. All students had previously completed two 13 weeks units of study in quantitative research methods. At Time 1, 63 students (84.1% female) completed online surveys comprising attitudinal measures. Key themes to emerge from student comments were that qualitative research was seen as an alternative approach, representing a paradigmatic shift that was construed by some students advantageous for meeting future professional and educative goals. Quantitative measures of attitudes to qualitative research were associated with general attitudes toward research, and psychology-specific epistemological beliefs. Changes in attitudes following completion of the qualitative research methods unit were in the hypothesized direction, but non-significant (small effect sizes). The findings increase our understanding of psychology students’ attitudes toward qualitative research and inform our recommendations for teaching research methods within the undergraduate psychology curriculum. PMID:27242602

"Having to Shift Everything We've Learned to the Side": Expanding Research Methods Taught in Psychology to Incorporate Qualitative Methods.

PubMed

Roberts, Lynne D; Castell, Emily

2016-01-01

In Australia the tradition of conducting quantitative psychological research within a positivist framework has been challenged, with calls made for the inclusion of the full range of qualitative and quantitative methodologies within the undergraduate psychology curriculum. Despite this, the undergraduate psychology curriculum in most Australian universities retains a strong focus on teaching quantitative research methods. Limited research has examined attitudes toward qualitative research held by undergraduate psychology students taught within a positivist framework, and whether these attitudes are malleable and can be changed through teaching qualitative methodologies. Previous research has suggested that students from strong quantitative backgrounds experience some cognitive dissonance and greater difficulties in learning qualitative methods. In this article we examine 3rd year undergraduate psychology students' attitudes to qualitative research prior to commencing and upon completion of a qualitative research unit. All students had previously completed two 13 weeks units of study in quantitative research methods. At Time 1, 63 students (84.1% female) completed online surveys comprising attitudinal measures. Key themes to emerge from student comments were that qualitative research was seen as an alternative approach, representing a paradigmatic shift that was construed by some students advantageous for meeting future professional and educative goals. Quantitative measures of attitudes to qualitative research were associated with general attitudes toward research, and psychology-specific epistemological beliefs. Changes in attitudes following completion of the qualitative research methods unit were in the hypothesized direction, but non-significant (small effect sizes). The findings increase our understanding of psychology students' attitudes toward qualitative research and inform our recommendations for teaching research methods within the undergraduate psychology curriculum.

The Impact of a Psychology Learning Community on Academic Success, Retention, and Student Learning Outcomes

ERIC Educational Resources Information Center

Buch, Kim; Spaulding, Sue

2011-01-01

Learning communities have become an integral part of the educational reform movement of the past two decades and have been heralded as a promising strategy for restructuring undergraduate education. This study used a matched control group design to examine the impact of participation in a psychology learning community (PLC) on a range of student…

An Investigation of Psychological Counselling and Guidance Department Students' Perceptions of Inclusive Education Related Competence

ERIC Educational Resources Information Center

Efilti, Erkan; Arslan, Coskun

2017-01-01

The purpose of the present research is investigating psychological counseling and guidance department students' perceptions of their inclusive education related competence. The work group of the present research consists of 1st, 2nd, 3rd and 4th year undergraduate students, who studied at Konya Necmettin Erbakan University Ahmet Kelesoglu Faculty…

Dimensions of Academic Interest among Undergraduate Students: Passion, Confidence, Aspiration and Self-Expression

ERIC Educational Resources Information Center

Lee, Jihyun; Durksen, Tracy L.

2018-01-01

We investigated psychological dimensions of academic interest among undergraduate students (N = 325) using a global academic interest scale. The scale was administered together with measures of academic performance, educational aspiration, career planning, goal setting, life satisfaction, attitudes towards leisure, personality and value.…

The Value Paradox--Inducting Undergraduate University Students in a Time of Austerity

ERIC Educational Resources Information Center

Jones, Tim; Upton, Penney; Wilkinson, Dean J.

2013-01-01

The challenges facing UK higher education are both well documented and controversial; however, pitted against this context is the requirement for psychology departments to provide an increasingly rich and diverse university experience for students, whilst ensuring progression and retention remain central to undergraduate provision. Despite the…

Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference (25th, Tarrytown, New York, March 25-26, 2011)

ERIC Educational Resources Information Center

Howell-Carter, Marya, Ed.; Gonder, Jennifer, Ed.

2011-01-01

Conference proceedings of the 25th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2011 was: The Future of the Undergraduate Psychology Major: New Directions in an Evolving Educational Climate. The Conference…

Psychological Distress and Coping amongst Higher Education Students: A Mixed Method Enquiry

PubMed Central

Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia

2014-01-01

Background Psychological distress among higher education students is of global concern. Students on programmes with practicum components such as nursing and teacher education are exposed to additional stressors which may further increase their risk for psychological distress. The ways in which these students cope with distress has potential consequences for their health and academic performance. An in-depth understanding of how nursing/midwifery and teacher education students experience psychological distress and coping is necessary to enable higher education providers to adequately support these students. Methods This mixed method study was employed to establish self-reported psychological distress (General Health Questionnaire), coping processes (Ways of Coping Questionnaire) and lifestyle behaviour (Lifestyle Behaviour Questionnaire) of a total sample (n = 1557) of undergraduate nursing/midwifery and teacher education students in one university in Ireland. Individual interviews (n = 59) provided an in-depth understanding of students experiences of psychological distress and coping. Results A significant percentage (41.9%) of respondents was psychologically distressed. The factors which contributed to their distress, included study, financial, living and social pressures. Students used varied coping strategies including seeking social support, problem solving and escape avoidance. The positive relationship between elevated psychological distress and escape avoidance behaviours including substance use (alcohol, tobacco and cannabis) and unhealthy diet is of particular concern. Statistically significant relationships were identified between “escape-avoidance” and gender, age, marital status, place of residence, programme/year of study and lifestyle behaviours such as diet, substance use and physical inactivity. Conclusion The paper adds to existing research by illuminating the psychological distress experienced by undergraduate nursing/midwifery and teacher education students. It also identifies their distress, maladaptive coping and the relationship to their lifestyle behaviours. The findings can inform strategies to minimise student distress and maladaptive coping during college and in future professional years. PMID:25506825

Evaluation of a Workshop to Reduce Negative Perceptions of Statistics in Undergraduate Psychology Students

ERIC Educational Resources Information Center

Hood, Michelle; Neumann, David L.

2013-01-01

The authors evaluated whether a brief group workshop that combined psycho-education and learning strategies improved self-efficacy, attitudes, and anxiety regarding statistics in psychology students. The workshop was completed in Week 1 of a compulsory 1st-year psychology statistics course. Prior to the workshop, the attendees (n = 10) did not…

Distance Education: The Application of Technology to Education and Training (APTEC).

ERIC Educational Resources Information Center

Mizell, Al P.; And Others

Nova University (Florida), offers off-campus undergraduate and graduate degree programs in education, business and public administration, psychology, and computer sciences. This paper describes one of these offerings, the Application of Technology to Education and Training (APTEC) specialization in the Ed.D. program in Child and Youth Studies…

Teaching the Psychology of Food and Culture

ERIC Educational Resources Information Center

Cargill, Kima

2007-01-01

Increasingly, psychologists practicing as clinicians, researchers, and educators are concerned about nutrition, obesity, dieting, and body image. This article describes the development and teaching of an interdisciplinary undergraduate class on the Psychology of Food and Culture. I describe the course philosophy and curriculum as well as make…

Examining Study Habits in Undergraduate STEM Courses from a Situative Perspective

ERIC Educational Resources Information Center

Hora, Matthew T.; Oleson, Amanda K.

2017-01-01

Background: A growing body of research in cognitive psychology and education research is illuminating which study strategies are effective for optimal learning, but little descriptive research focuses on how undergraduate students in STEM courses actually study in real-world settings. Using a practice-based approach informed by situated cognition…

The Life of the Mind: A Tribute to Three Professors.

ERIC Educational Resources Information Center

Yamamoto, Kaoru

2000-01-01

This speech by a distinguished scholar in educational psychology recounts, with appreciation, his educational experiences under three distinguished professors: Toshio Maki, his undergraduate thesis supervisor in Japan; E. Paul Torrance, the prominent educational psychologist; and C. Gilbert Wrenn, his doctoral advisor. (DB)

Validation of the Motivation to Teach Scale

ERIC Educational Resources Information Center

Kauffman, Douglas F.; Yilmaz Soylu, Meryem; Duke, Bryan

2011-01-01

The purpose of this study was to develop and validate a self-report psychological instrument assessing pre-service teachers' relative intrinsic and extrinsic motivation to teach. One hundred forty seven undergraduate students taking Educational Psychology courses from a large US University participated in this study completed the 12 item MTS along…

Teaching Psychology and Law: An Empirical Evaluation of Experiential Learning

ERIC Educational Resources Information Center

Zelechoski, Amanda D.; Riggs Romaine, Christina L.; Wolbransky, Melinda

2017-01-01

Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions (N = 291 students) to evaluate the effectiveness of incorporating…

Internationalising the Psychology Curriculum: Preliminary Notes on Conception and Assessment of Anticipated Benefits

ERIC Educational Resources Information Center

Jessop, Nadia; Adams, Glenn

2016-01-01

Advocates for internationalisation of the undergraduate psychology curriculum anticipate a variety of beneficial outcomes strongly associated with forms of intellectual growth -- including critical thinking, appreciation for diversity, and global awareness -- that are the defining purpose of a university education. As a prelude to an intervention…

Undergraduate medical students’ empathy: current perspectives

PubMed Central

Quince, Thelma; Thiemann, Pia; Benson, John; Hyde, Sarah

2016-01-01

Empathy is important to patient care. It enhances patients’ satisfaction, comfort, self-efficacy, and trust which in turn may facilitate better diagnosis, shared decision making, and therapy adherence. Empathetic doctors experience greater job satisfaction and psychological well-being. Understanding the development of empathy of tomorrow’s health care professionals is important. However, clinical empathy is poorly defined and difficult to measure, while ways to enhance it remain unclear. This review examines empathy among undergraduate medical students, focusing upon three main questions: How is empathy measured? This section discusses the problems of assessing empathy and outlines the utility of the Jefferson Scale of Empathy – Student Version and Davis’s Interpersonal Reactivity Index. Both have been used widely to assess medical students’ empathy. Does empathy change during undergraduate medical education? The trajectory of empathy during undergraduate medical education has been and continues to be debated. Potential reasons for contrasting results of studies are outlined. What factors may influence the development of empathy? Although the influence of sex is widely recognized, the impact of culture, psychological well-being, and aspects of undergraduate curricula are less well understood. This review identifies three interrelated issues for future research into undergraduate medical students’ empathy. First, the need for greater clarity of definition, recognizing that empathy is multidimensional. Second, the need to develop meaningful ways of measuring empathy which include its component dimensions and which are relevant to patients’ experiences. Medical education research has generally relied upon single, self-report instruments, which have utility across large populations but are limited. Finally, there is a need for greater methodological rigor in investigating the possible determinants of clinical empathy in medical education. Greater specificity of context and the incorporation of work from other disciplines may facilitate this. PMID:27536168

Julio J. Ramirez: Award for Distinguished Career Contributions to Education and Training in Psychology.

PubMed

2014-11-01

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2014 recipient of this award is Julio J. Ramirez, for "creating a national infrastructure to support education and training in behavioral neuroscience and biological psychology, for playing a seminal role in creating an undergraduate neuroscience education journal, and for creating a nationally recognized mentoring program for junior faculty in the neurosciences, particularly with underrepresented groups." Ramirez's award citation, biography, and a selected bibliography are presented here. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Project LITE: Light Inquiry Through Experiments

NASA Astrophysics Data System (ADS)

Brecher, Kenneth

2007-06-01

"Project LITE: Light Inquiry Through Experiments" is a science education project aimed at developing interactive hands-on and eyes-on curriculum, software and materials about light and optics. These are being developed for use in undergraduate astronomy courses, but they can also be used to advantage in physics, chemistry, Earth science and psychology courses throughout the K-12 and undergraduate curriculum.

Undergraduate Students' Preferences for Constructed versus Multiple-Choice Assessment of Learning

ERIC Educational Resources Information Center

Mingo, Maya A.; Chang, Hsin-Hui; Williams, Robert L.

2018-01-01

Students (N = 161) in seven sections of an undergraduate educational psychology course rated ten performance-assessment options in collegiate courses. They rated in-class essay exams as their most preferred assessment and multiple-choice exams (in-class and out-of-class) as their least preferred. Also, student ratings of multiple papers and a term…

Residential Learning Communities Centered within a Discipline: The Psychology Early Awareness Program

ERIC Educational Resources Information Center

Grills, Cheryl N.; Fingerhut, Adam W.; Thadani, Vandana; Machon, Ricardo Arturo

2012-01-01

Learning communities have increasingly become a mechanism for education reform in elementary, secondary, and postsecondary education. Recognizing that learning occurs both inside and outside the classroom, their emergence is partly a response to the critique that undergraduate education at American research universities lacks integrated and…

The Development of an Educational and Career Outcome Expectancy Scale.

ERIC Educational Resources Information Center

Springer, Shauna H.; Larson, Lisa M.; Tilley, Brian P.; Gasser, Courtney E.; Quinn, Aaron C.

The development of an educational outcome expectations scale was prompted by a need for a measure tailored to college students' expected level of educational attainment. Studies were conducted in an undergraduate psychology course at a midwestern university. Participants (383 women, 276 males) attending a group counseling session completed a…

Strengthening the educational value of undergraduate participation in research as part of a psychology department subject pool.

PubMed

Moyer, Anne; Franklin, Nancy

2011-03-01

Participating in research must be an educational experience for students in order to ethically justify its inclusion as a requirement in college courses. Introductory Psychology students (N = 280) completed a written class assignment describing their research participation as a means to enhance this educational mission. Approximately half of students spontaneously mentioned something positive about the significance of the research or what they learned, with the remainder providing neutral, mixed, or negative comments. Students could articulate clearly and knowledgeably about the research in which they had participated. Such an assignment is an effective means to foster an understanding of the science of psychology.

Framing Undergraduate Public Health Education as Liberal Education: Who Are We Training Our Students To Be and How Do We Do That?

PubMed

Kiviniemi, Marc T; Mackenzie, Sara L C

2017-01-01

The rapid development of the undergraduate major in public health over the past 15 years has led to a debate about the most appropriate framing for the degree. Should it be viewed as a liberal education degree (akin to academic disciplines such as psychology and political science) or as a professional training degree (akin to disciplines such as nursing and management)? This paper presents an overview of both the liberal education and the professional training degree approaches to the undergraduate public health degree. The reality of public health work in the modern era and the constraints on undergraduate-level training lead to our conclusion that the liberal education framing is a more optimal way to design the degree program. Such a framework optimizes career opportunities, especially long-term opportunities, for graduates, acknowledges the reality of the complex and diverse career paths that one can take under the general umbrella of public health, and accounts for the important role of critical thinking skills in undergraduate education. Ultimately, the distinction between liberal education and professional training may be fuzzier than the debate often highlights-an intentional, well-designed, and thoughtfully implemented undergraduate public health curriculum can address the range of student needs underlying both the liberal education and professional training approaches to the degree, thus optimizing both learning goals and career outcomes for undergraduate public health students.

Framing Undergraduate Public Health Education as Liberal Education: Who Are We Training Our Students To Be and How Do We Do That?

PubMed Central

Kiviniemi, Marc T.; Mackenzie, Sara L. C.

2017-01-01

The rapid development of the undergraduate major in public health over the past 15 years has led to a debate about the most appropriate framing for the degree. Should it be viewed as a liberal education degree (akin to academic disciplines such as psychology and political science) or as a professional training degree (akin to disciplines such as nursing and management)? This paper presents an overview of both the liberal education and the professional training degree approaches to the undergraduate public health degree. The reality of public health work in the modern era and the constraints on undergraduate-level training lead to our conclusion that the liberal education framing is a more optimal way to design the degree program. Such a framework optimizes career opportunities, especially long-term opportunities, for graduates, acknowledges the reality of the complex and diverse career paths that one can take under the general umbrella of public health, and accounts for the important role of critical thinking skills in undergraduate education. Ultimately, the distinction between liberal education and professional training may be fuzzier than the debate often highlights—an intentional, well-designed, and thoughtfully implemented undergraduate public health curriculum can address the range of student needs underlying both the liberal education and professional training approaches to the degree, thus optimizing both learning goals and career outcomes for undergraduate public health students. PMID:28239603

Process-Oriented Guided-Inquiry Learning Improves Long-Term Retention of Information

ERIC Educational Resources Information Center

Vanags, Thea; Pammer, Kristen; Brinker, Jay

2013-01-01

Many chemistry educators have adopted the process-oriented guided instructional learning (POGIL) pedagogy. However, it is not clear which aspects of POGIL are the most important in terms of actual learning. We compared 354 first-year undergraduate psychology students' learning in physiological psychology using four teaching methods: control,…

Developing a Psychology Undergraduate Research Community in a New University

ERIC Educational Resources Information Center

Roberts, Patricia; Ertubey, Candan; McMurray, Isabella; Robertson, Ian

2012-01-01

Psychology is a science-based discipline in which research is inextricably embedded in teaching and learning activities. Educators use different methods to help students in their learning of the nature of research and the practical skills required to conduct research, with students playing either a passive or more active role in the learning…

Examination of Psychological Counselor Candidates' University Satisfaction: The Case of Uludag University

ERIC Educational Resources Information Center

Duran, Nagihan Oguz; Gökçe, Feyyat

2017-01-01

In the present study, Uludag University, Faculty of Education, Guidance and Psychological Counseling (GPC) undergraduate program students' expectations and satisfaction levels regarding the services and facilities provided by the university were investigated in a sample of 354 students (227 females and 127 males). The data collected by the…

"I Totally Agree with You": Gender Interactions in Educational Online Discussion Groups

ERIC Educational Resources Information Center

Guiller, J.; Durndell, A.

2006-01-01

This paper discusses findings from an extensive project examining gender, language and computer-mediated communication (CMC) in the context of undergraduate psychology courses. The contributions of 197 introductory psychology students (148 females, 49 males) participating in asynchronous CMC as part of their course were collated and coded for…

Modern psychometrics for assessing achievement goal orientation: a Rasch analysis.

PubMed

Muis, Krista R; Winne, Philip H; Edwards, Ordene V

2009-09-01

A program of research is needed that assesses the psychometric properties of instruments designed to quantify students' achievement goal orientations to clarify inconsistencies across previous studies and to provide a stronger basis for future research. We conducted traditional psychometric and modern Rasch-model analyses of the Achievement Goals Questionnaire (AGQ, Elliot & McGregor, 2001) and the Patterns of Adaptive Learning Scale (PALS, Midgley et al., 2000) to provide an in-depth analysis of the two most popular instruments in educational psychology. For Study 1, 217 undergraduate students enrolled in educational psychology courses participated. Thirty-four were male and 181 were female (two did not respond). Participants completed the AGQ in the context of their educational psychology class. For Study 2, 126 undergraduate students enrolled in educational psychology courses participated. Thirty were male and 95 were female (one did not respond). Participants completed the PALS in the context of their educational psychology class. Traditional psychometric assessments of the AGQ and PALS replicated previous studies. For both, reliability estimates ranged from good to very good for raw subscale scores and fit for the models of goal orientations were good. Based on traditional psychometrics, the AGQ and PALS are valid and reliable indicators of achievement goals. Rasch analyses revealed that estimates of reliability for items were very good but respondent ability estimates varied from poor to good for both the AGQ and PALS. These findings indicate that items validly and reliably reflect a group's aggregate goal orientation, but using either instrument to characterize an individual's goal orientation is hazardous.

Undergraduate study in psychology: Curriculum and assessment.

PubMed

Norcross, John C; Hailstorks, Robin; Aiken, Leona S; Pfund, Rory A; Stamm, Karen E; Christidis, Peggy

2016-01-01

The undergraduate curriculum in psychology profoundly reflects and shapes the discipline. Yet, reliable information on the undergraduate psychology curriculum has been difficult to acquire due to insufficient research carried out on unrepresentative program samples with disparate methods. In 2014, APA launched the first systematic effort in a decade to gather national data on the psychology major and program outcomes. We surveyed a stratified random sample of department chairs/coordinators of accredited colleges and universities in the United States that offer undergraduate courses and programs in psychology. A total of 439 undergraduate psychology programs (45.2%) completed the survey. This article summarizes, for both associate and baccalaureate programs, the results of the Undergraduate Study in Psychology. Current practices concerning the introductory course, the courses offered, core requirements, the psychology minor, and tracks/concentrations are presented. The frequency of formal program reviews and program-level assessment methods are also addressed. By extending prior research on the undergraduate curriculum, we chronicle longitudinal changes in the psychology major over the past 20 years. (c) 2016 APA, all rights reserved).

Psychology Students' Interest in Graduate Training: A Need for Partnership among Undergraduate Psychology and Graduate School Psychology Programs

ERIC Educational Resources Information Center

Stinnett, Terry A.; Solomon, Benjamin G.

2014-01-01

An initial point of contact for recruitment of qualified persons into school psychology is undergraduate psychology degree programs. Unfortunately, the discipline of school psychology appears to receive at best only cursory coverage in undergraduate psychology texts, curriculum, and discussion by psychology department faculty even though school…

Overactive, Overwrought or Overdrawn? The Role of Personality in Undergraduate Financial Knowledge, Decision-Making and Debt

ERIC Educational Resources Information Center

Harrison, Neil; Chudry, Farooq

2011-01-01

The financial situation of undergraduate students remains a high-profile issue within the UK higher education sector, not least due to its perceived relationship with retention, well-being and success. This article probes this question from a new direction, using concepts and approaches from the field of applied psychology to examine how students…

Teaching Diversity in the Graduate Classroom: The Instructor, the Students, the Classroom, or All of the Above?

ERIC Educational Resources Information Center

Morgan Consoli, Melissa L.; Marin, Patricia

2016-01-01

Diversity courses in higher education have been associated with many positive educational and developmental outcomes as well as challenges. Studies have examined these types of undergraduate courses within education, psychology, and other disciplines (e.g., Hurtado, 2001; Hurtado, Mayhew, & Engberg, 2012; Larke & Larke, 2009); however,…

Maths Anxiety in Psychology Undergraduates: A Mixed-Methods Approach to Formulating and Implementing Interventions

ERIC Educational Resources Information Center

Thompson, Ross; Wylie, Judith; Hanna, Donncha

2016-01-01

Due to the empirical nature of the discipline, psychology students, during the course of their degree, are required to become proficient with a range of quantitative methods. Unfortunately many of these students experience high levels of maths anxiety, which can have a damaging effect on this aspect of their educational development. The first…

The Value of Psychology in Health Professional Education: A Health Professional's Perspective

ERIC Educational Resources Information Center

Mathieson, Ian

2008-01-01

In responding to Upton's discourse arguing for reform of undergraduate health profession curricula to maximise the inclusion of health psychology, it is first important to concede the enormity of the task. After all, psychologists are inherently biased towards their subject, quite simply due to their immersion within it which convinces them of its…

Current State of History of Psychology Teaching and Education in Argentina: An Empirical Bibliometric Investigation

ERIC Educational Resources Information Center

Fierro, Catriel; Ostrovsky, Ana Elisa; Di Doménico, María Cristina

2018-01-01

This study is an empirical analysis of the field's current state in Argentinian universities. Bibliometric parameters were used to retrieve the total listed texts (N = 797) of eight undergraduate history courses' syllabi from Argentina's most populated public university psychology programs. Then, professors in charge of the selected courses (N =…

The Psychological Contract of Science Students: Social Exchange with Universities and University Staff from the Students' Perspective

ERIC Educational Resources Information Center

O'Toole, Paddy; Prince, Nike

2015-01-01

Considerable research has been undertaken involving the student experience and depicting undergraduate students as consumers of education. This construction of the relationship between students and universities is based primarily on notions of economic exchange. In this paper, using the construct of the psychological contract, we show that social…

The Impact of Higher Fees on Psychology Students' Reasons for Attending University

ERIC Educational Resources Information Center

Kaye, Linda K.; Bates, Elizabeth A.

2017-01-01

The introduction of the new UK tuition fees resulted in concerns about the impact on higher education (HE) uptake, and raised questions regarding students' motivations for attending university. The current study explored first-year undergraduate psychology students' (N = 56) reasons for attending HE through a series of focus groups. These were…

Impact of Classroom Computer Use on Computer Anxiety.

ERIC Educational Resources Information Center

Lambert, Matthew E.; And Others

Increasing use of computer programs for undergraduate psychology education has raised concern over the impact of computer anxiety on educational performance. Additionally, some researchers have indicated that classroom computer use can exacerbate pre-existing computer anxiety. To evaluate the relationship between in-class computer use and computer…

Promoting the Moral Reasoning of Undergraduate Business Students through a Deliberate Psychological Education-Based Classroom Intervention

ERIC Educational Resources Information Center

Schmidt, Christopher D.; McAdams, Charles R.; Foster, Victoria

2009-01-01

Educating business students for ethical professional practice is a growing concern for both the corporate world and business education. Highly publicised scandals have pushed public trust in business to an all-time low, resulting in losses of customers and high employee turnover. Corporate and business education leaders have begun to press for…

Skill Development in the Psychology Major: What Do Undergraduate Students Expect?

ERIC Educational Resources Information Center

Gaither, George A.; Butler, Darrell L.

2005-01-01

The present study examined undergraduate students' expectations for how well psychology majors develop 60 skills corresponding to five of the American Psychological Association's Task Force on Undergraduate Psychology Major Competencies (APA, 2002) suggested learning goals. This study also examined where students expect psychology majors to get…

Ethnicity matters for undergraduate majors in challenges, experiences, and perceptions of psychology.

PubMed

Lott, Bernice; Rogers, Margaret R

2011-04-01

In this investigation of a national sample of undergraduate psychology majors, we directly compare the experiences and perceptions of students of color with those of European Americans. Our aim was to identify factors that might contribute to our discipline's educational pipeline, in which the relative lack of ethnic diversity is a recognized problem. We found that students of color and European American majors are similar in a number of ways but also different in others. Students of color are challenged by less encouragement from and interaction with faculty, perceive a lack of respect, and wish to see more attention to diversity in curriculum, research, faculty, and textbooks. It is not surprising that students of color were significantly less satisfied than European Americans with their studies in psychology.

Self-Efficacy, Perceived Social Support, and Psychological Adjustment in International Undergraduate Students in a Public Higher Education Institution in Malaysia

ERIC Educational Resources Information Center

Yusoff, Yusliza Mohd.

2012-01-01

The globalization of the economy and society has had its impact on Malaysian higher education institutions, particularly universities. The Malaysian Ministry of Higher Education aims at intensifying globalization through increasing the number of international students. However, many international students struggle with adjusting to a new culture.…

Exploring Hope, Self-Efficacy, Procrastination, and Study Skills between Cooperative and Non-Cooperative Education Students

ERIC Educational Resources Information Center

Drysdale, Maureen T. B.; McBeath, Margaret

2014-01-01

The aim of this study was to examine the relationship between participation in cooperative education, and several psychological constructs believed to be related to success in both academic and professional settings. Participants, undergraduate cooperative (n = 1224) and non-cooperative education (n = 746) students in all years of study and from…

Time Use and Educational Attainment: A Study of Undergraduate Students.

ERIC Educational Resources Information Center

Etcheverry, Emily J.; And Others

1993-01-01

A Canadian university study of 308 students' time use in academic areas used a model relating variables of social background, social psychological characteristics, time use, and educational attainment. Findings suggested that, taking into account these other variables, the time students spend on academic activities and paid employment has little…

Synthesis of Discipline-Based Education Research in Physics

ERIC Educational Resources Information Center

Docktor, Jennifer L.; Mestre, José P.

2014-01-01

This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1) conceptual understanding, (2) problem solving, (3) curriculum and instruction, (4) assessment, (5) cognitive psychology, and (6) attitudes…

Writing to Like Writing: A Longitudinal First-Person Education Experiment

ERIC Educational Resources Information Center

Iran-Nejad, Asghar; Xu, Yuejin; Mansouri, Behzad

2013-01-01

Reported in this article was an experiment in which 143 undergraduates in an educational psychology course were encouraged to engage in the performance learning activity (PLA) of "seeking their own revelations (or insights) and reflecting on them in writing." The hypothesis, grounded in the biofunctionally-based, first-person…

Exploring Reticence in Research Methods: The Experience of Studying Psychological Research Methods in Higher Education

ERIC Educational Resources Information Center

Kingsley, Barbara E.; Robertson, Julia M.

2017-01-01

As a fundamental element of any psychology degree, the teaching and learning of research methods is repeatedly brought into sharp focus, and it is often regarded as a real challenge by undergraduate students. The reasons for this are complex, but frequently attributed to an aversion of maths. To gain a more detailed understanding of students'…

Undergraduate Neuroscience Education: Blueprints for the 21st Century

PubMed Central

Wiertelak, Eric P.; Ramirez, Julio J.

2008-01-01

Paralleling the explosive growth of neuroscientific knowledge over the last two decades, numerous institutions from liberal arts colleges to research universities have either implemented or begun exploring the possibility of implementing undergraduate programs in neuroscience. In 1995, Faculty for Undergraduate Neuroscience (FUN) partnered with Project Kaleidoscope (PKAL) to offer a workshop exploring how undergraduate neuroscience education should proceed. Four blueprints were created to provide direction to the burgeoning interest in developing programs in undergraduate neuroscience education: 1) Neuroscience nested in psychology; 2) Neuroscience nested in biology; 3) Neuroscience as a minor; and 4) Neuroscience as a major. In 2005, FUN again partnered with PKAL to revisit the blueprints in order to align the blueprints with modern pedagogical philosophy and technology. The original four blueprints were modified and updated. One particularly exciting outgrowth of the 2005 workshop was the introduction of a fifth curricular blueprint that strongly emphasizes the integration of the humanities and social sciences into neuroscience: Neuroscience Studies. Because of the interdisciplinary nature of neuroscience, an education in neuroscience will prepare the next generation of students to think critically, synthetically, and creatively as they confront the problems facing humanity in the 21st century. PMID:23493318

Web-Based Case Conferencing for Preservice Teacher Education: Electronic Discourse from the Field.

ERIC Educational Resources Information Center

Bonk, Curtis Jay; Malikowski, Steve; Angeli, Charoula; East, Judy

1998-01-01

The purpose of this study was to foster preservice teacher learning of educational psychology by creating a Web-based learning community using actual case situations experienced during field observations. Participants (146 undergraduate students) were assigned to two electronic-conferencing groups where they generated teaching vignettes related to…

Rational Emotive Behavior Based on Academic Procrastination Prevention: Training Programme of Effectiveness

ERIC Educational Resources Information Center

Düsmez, Ihsan; Barut, Yasar

2016-01-01

The research is an experimental study which has experimental and control groups, and based on pre-test, post-test, monitoring test model. Research group consists of second and third grade students of Primary School Education and Psychological Counseling undergraduate programmes in Giresun University Faculty of Educational Sciences. The research…

Student Perceptions of Justification in Two Disparate Domains: Education and Biology

ERIC Educational Resources Information Center

Dawson, Christi L.; Hennessey, Maeghan N.; Higley, Kelli

2016-01-01

This study investigated the perceptions of epistemic justification of students in two disparate domains of study to determine if any similarities and differences in their methods of justification exist. Two samples of students, or a total of 513 undergraduates from educational psychology (n = 193) and biology (n = 320) courses, completed a…

Promoting Individual and Group Regulated Learning in Collaborative Settings: An Experience in Higher Education

ERIC Educational Resources Information Center

Onrubia, Javier; Rochera, Maria José; Engel, Anna

2015-01-01

We present a teaching innovation intervention aimed at promoting individual and group learning regulation in undergraduate students working in a computer supported collaborative learning environment. Participants were 127 students and three teachers of a compulsory course on Educational Psychology at the University of Barcelona (Spain). As a…

Who Says: "No Fair!"? What Personality and an Experiment in Educational Value Tell Us about Perceptions of Costs and Benefits of Research Pool Requirements

ERIC Educational Resources Information Center

Cromer, Lisa DeMarni; Reynolds, Shannon M.; Johnson, Mitchell D.

2013-01-01

Human subject pools (HSPs) are the basis for much psychological research. There is an explicit assumption that participants receive benefits from their participation, however there is little empirical research about the costs/benefits of participation. We conducted two studies with undergraduate psychology students to evaluate factors that can…

Problem-Based Learning in the Educational Psychology Classroom: Bahraini Teacher Candidates' Experience

ERIC Educational Resources Information Center

Razzak, Nina Abdul

2012-01-01

There was a concern from faculty at Bahrain Teachers' College that undergraduate Bahraini students lack the necessary competencies needed for success in educational contexts that are conducive to active, student-centered learning. It was decided that the students be introduced to a problem-based learning (PBL) strategy in one of their educational…

Crossing Educational Boundaries: Text, Technology, and Dialogue as a Critical Pathway

ERIC Educational Resources Information Center

Abnet, LaNae; Nichols, Joe D.; Moss, Glenda

2008-01-01

Can the perceived boundary between professor and student be crossed? Can technology be used as a pathway to cross that boundary? These questions were answered as a result of a project initiated to meet the requirements in creating an honors option for an undergraduate educational psychology course. In constructing the course requirements, the…

Using Indirect vs. Direct Measures in the Summative Assessment of Student Learning in Higher Education

ERIC Educational Resources Information Center

Luce, Christine; Kirnan, Jean P.

2016-01-01

Contradictory results have been reported regarding the accuracy of various methods used to assess student learning in higher education. The current study examined student learning outcomes across a multi-section and mult-iinstructor psychology research course with both indirect and direct assessments in a sample of 67 undergraduate students. The…

Psychology Students' Perception of and Engagement with Feedback as a Function of Year of Study

ERIC Educational Resources Information Center

Ali, Nadia; Rose, Sarah; Ahmed, Lubna

2015-01-01

Undergraduate students' perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators' attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how…

Learning about Learning: The Contributions of Ausubel's Assimilation Theory to a Teacher Education Program at the University of Vermont.

ERIC Educational Resources Information Center

Smith, Markley; Stowell, Mary Ellen

An experiment employed cognitive based teaching and learning procedures in an undergraduate educational psychology course. The procedures were strongly influenced by David Ausubel's theory on learning and related skills. Ausubel defines effective learning as a process by which humans understand the structure of knowledge and consciously make…

Dynamic Undergraduate Climate Change Affinity Program: University of Delaware Climate Program for Undergraduates (CPUG)

NASA Astrophysics Data System (ADS)

Merrill, J.

2017-12-01

Multidisciplinary undergraduate climate change education is critical for students entering any sector of the workforce. The University of Delaware has developed a new interdisciplinary affinity program—UD Climate Program for Undergraduates (CPUG)—open to undergraduate students of all majors to provide a comprehensive educational experience designed to educate skilled climate change problem-solvers for a wide range of professional careers. The program is designed to fulfill all General Education requirements, and includes a residential community commitment and experiential learning in community outreach and problem solving. Seminars will introduce current popular press and research materials and provide practice in confirming source credibility, communications training, and psychological support, as well as team building. As undergraduates, members of the UD CPUG team will define, describe, and develop a solution or solutions for a pressing local climate challenge that has the potential for global impact. The choice of a challenge and approach to addressing it will be guided by the student's advisor. Students are expected to develop a practical, multidisciplinary solution to address the challenge as defined, using their educational and experiential training. Solutions will be presented to the UD community during the spring semester of their senior year, as a collaborative team solution, with enhancement through individual portfolios from each team member. The logic model, structure, curricular and co-curricular supports for the CPUG will be provided. Mechanisms of support available through University administration will also be discussed.

Is there a link between previous exposure to sport injury psychology education and UK sport injury rehabilitation professionals' attitudes and behaviour towards sport psychology?

PubMed

Heaney, Caroline A; Rostron, Claire L; Walker, Natalie C; Green, Alison J K

2017-01-01

The use of sport psychology strategies during sport injury rehabilitation can lead to several positive outcomes such as improved adherence and self-efficacy. The purpose of this study was to compare the sport psychology related attitudes and behaviours of UK sport injury rehabilitation professionals (SIRPs) who had studied the psychological aspects of sport injury to those who had not. Ninety-four SIRPs (54 physiotherapists and 40 sports therapists with a mean of 9.22 years' experience of working in sport) completed an online survey and were grouped according to their level of previous exposure to sport injury psychology education at an undergraduate/postgraduate level. Analyses were undertaken to establish whether there were any differences in sport psychology related attitude (MANOVA), usage (MANOVA), and referral behaviours (chi square) between the groups. The MANOVA and chi square tests conducted revealed that those who had studied the psychological aspects of sport injury reported using significantly more sport psychology in their practice and making more referrals to sport psychologists. It was concluded that sport injury psychology education appears to be effective in increasing the sport psychology related behaviours (use of sport psychology and referral) of SIRPs and should be integrated into professional training. Copyright © 2016 Elsevier Ltd. All rights reserved.

Undergraduate Psychology Courses Preferred by Graduate Programs

ERIC Educational Resources Information Center

Lawson, Timothy J.; Reisinger, Debra L.; Jordan-Fleming, Mary Kay

2012-01-01

Information about the undergraduate psychology courses preferred by graduate programs is useful for a number of purposes, including (a) advising psychology majors who are interested in graduate school, (b) undergraduate curriculum planning, and (c) examining whether graduate programs' preferences reflect national guidelines for the undergraduate…

Teaching Psychological and Social Gerontology to Millennial Undergraduates

ERIC Educational Resources Information Center

Siegal, Brittany; Kagan, Sarah H.

2012-01-01

Matters of development and generation may create barriers in teaching millennial undergraduates psychological and social gerontology. We introduce strategy to mitigate these barriers by teaching psychological and social gerontology as undergraduate honors courses, augmented with the use of social networking tools. We detail honors programming,…

Collegiate Life: An Obituary.

ERIC Educational Resources Information Center

Levine, Arthur; Cureton, Jeanette S.

1998-01-01

Changes in America's undergraduate students (cultural diversity, age, expectations of college and career, psychological and social background, patterns of socializing) add up to the demise of traditional residential college life. Colleges can address these shifts by focusing their efforts, using all available opportunities to educate student,…

Educational Psychology: Learning, Instruction, Assessment.

ERIC Educational Resources Information Center

McCormick, Christine B.; Pressley, Michael

This textbook for undergraduates reflects advances in the understanding of effective teaching and learning and is organized around the theme of promoting good information processing. The first part of the book describes the foundations of good thinking, and the second part introduces different theoretical perspectives on the construction of…

The Accuracy of Cognitive Monitoring during Computer-Based Instruction.

ERIC Educational Resources Information Center

Garhart, Casey; Hannafin, Michael J.

This study was conducted to determine the accuracy of learners' comprehension monitoring during computer-based instruction and to assess the relationship between enroute monitoring and different levels of learning. Participants were 50 university undergraduate students enrolled in an introductory educational psychology class. All students received…

Teaching Ethically: Challenges and Opportunities

ERIC Educational Resources Information Center

Landrum, R. Eric, Ed.; McCarthy, Maureen A., Ed.

2012-01-01

Educators work within a fluid academic and social landscape that requires frequent examination and re-examination of what constitutes ethical practice. In this book, editors R. Eric Landrum and Maureen McCarthy identify four broad areas of concern in the ethical teaching of undergraduate psychology: pedagogy, student behavior, faculty behavior…

Do Psychology Department Mission Statements Reflect the American Psychological Association Undergraduate Learning Goals?

ERIC Educational Resources Information Center

Warchal, Judith R.; Ruiz, Ana I.; You, Di

2017-01-01

This study focuses on the inclusion of the American Psychological Association's learning goals in the mission statements of undergraduate psychology programs across the US. We reviewed the mission statements available on websites for 1336 psychology programs listed in the Carnegie classification. Results of a content analysis revealed that of the…

The Pattern of History of Psychology Teaching on British Undergraduate Psychology Courses

ERIC Educational Resources Information Center

Richards, Graham

2005-01-01

Teaching of History of Psychology is likely to become increasingly important as the British Psychological Society's 2002 guidelines for approved undergraduate courses are implemented. Results of a survey of History of Psychology teaching during the academic year 1999-2000 are summarised and discussed in the light of these new requirements. While…

A Case Study of Professional Boundary Issues Experienced by Undergraduate Psychology Students in a Supervised Field Experience Course

ERIC Educational Resources Information Center

Sharp, Gwen; Yao, Richard; Cresiski, Robin; Hahn, Kate

2013-01-01

There has been little research on the types of boundary issues encountered in undergraduate psychology field experience courses, despite the increased popularity of such courses. This case study identifies the frequency and types of boundary issues faced by undergraduate psychology students enrolled in such a course, including the most common…

Expressive writing promotes self-reported physical, social and psychological health among Chinese undergraduates.

PubMed

Yang, Zhihan; Tang, Xiaoqing; Duan, Wenjie; Zhang, Yonghong

2015-03-01

The present study examines the efficacy of expressive writing among Chinese undergraduates. The sample comprised of 74 undergraduates enrolled in a 9-week intervention (35 in experimental class vs. 39 in control class). The writing exercises were well-embedded in an elective course for the two classes. The 46-item simplified Chinese Self-Rated Health Measurement Scale, which assesses psychological, physical and social health, was adopted to measure the outcome of this study. Baseline (second week) and post-test (ninth week) scores were obtained during the classes. After the intervention on the eighth week, the self-reported psychological, social and physical health of the experimental class improved. Psychological health obtained the maximum degree of improvement, followed by social and physical health. Furthermore, female participants gained more psychological improvement than males. These results demonstrated that the expressive writing approach could improve the physical, social and psychological health of Chinese undergraduates, and the method can be applied in university psychological consulting settings in Mainland China. © 2014 International Union of Psychological Science.

Student Alienation, Academic Achievement, and WebCT Use

ERIC Educational Resources Information Center

Johnson, Genevieve Marie

2005-01-01

The current investigation sought to understand the relationships between college student alienation, academic achievement, and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data: 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four…

Engaging Bioanthropology College Students: The Role of Active and Cooperative Pedagogies

ERIC Educational Resources Information Center

Soluri, Kathaeryne Elizabeth

2010-01-01

This dissertation examines the design and implementation of an active, cooperative pedagogy in an undergraduate biological anthropology course. The research draws upon a theoretical framework constructed from anthropology, education, and psychology research. The pedagogy studied was developed for and used in the laboratory component of a large,…

Incidental Becomes Visible: A Comparison of School- and Community-Based Field Experience Narratives

ERIC Educational Resources Information Center

Holder, K. C.; Downey, Jayne A.

2008-01-01

The purpose of this study was to describe and compare student learning documented using written field experience summary narratives and occurring in community-based or school-based locations. Utilizing a hybrid portraiture--instrumental case study design, two researchers selected participants from undergraduate educational psychology courses using…

Effects of Study Behavior on Objective-Style and Essay-Style Performance.

ERIC Educational Resources Information Center

Biggs, J. B.

In this study, the effects of motivational and behavioral dimensions of study behavior on objective and essay modes of evaluating course content were investigated. Several performance measures in two undergraduate Educational Psychology courses were factor analyzed, and three orthogonal performance factors were obtained: general achievement,…

Assessment Relationships in Higher Education: The Tension of Process and Practice

ERIC Educational Resources Information Center

Crook, Charles; Gross, Harriet; Dymott, Roy

2006-01-01

It is argued that the auditing demands of quality assurance have encouraged a greater proceduralisation of university coursework assessment. Interviews with academics from a cross-section of Psychology departments illustrated how assessment had acquired the tightly scripted character of an organisational process. Yet undergraduate focus group…

Models of Pre-Service Teachers' Academic Achievement: The Influence of Cognitive Motivational Variables

ERIC Educational Resources Information Center

Castro-Villarreal, Felicia; Guerra, Norma; Sass, Daniel; Hseih, Pei-Hsuan

2014-01-01

Theoretical models were tested using structural equation modeling to evaluate the interrelations among cognitive motivational variables and academic achievement using a sample of 128 predominately Hispanic pre-service teachers enrolled in two undergraduate educational psychology classes. Data were gathered using: (1) a quantitative questionnaire…

Student Perceptions of College Faculty Who Use OER

ERIC Educational Resources Information Center

Vojtech, Gabrielle; Grissett, Judy

2017-01-01

Research indicates that students find open educational resources (OER) favorable, but there is no research regarding students' perceptions of faculty who use open textbooks. In the present study we examined this topic experimentally with two undergraduate psychology courses at a small public university. Participants read two passages--one about an…

Intergroup Dialogue in Undergraduate Multicultural Psychology Education: Group Climate Development and Outcomes

ERIC Educational Resources Information Center

Muller, Joel T.; Miles, Joseph R.

2017-01-01

We examined group climate and outcomes in 19 intergroup dialogues (IGD) focused on gender, race and ethnicity, religion and spirituality, sexual orientation, or social class at a large, public university. Group members completed pre- and postdialogue outcome measures of colorblind racial attitudes, ethnocultural empathy, and attitudes toward…

A Meta-analysis of Gender Differences in Applied Statistics Achievement.

ERIC Educational Resources Information Center

Schram, Christine M.

1996-01-01

A meta-analysis of gender differences examined statistics achievement in postsecondary level psychology, education, and business courses. Analysis of 13 articles (18 samples) found that undergraduate males had an advantage, outscoring females when the outcome was a series of examinations. Females outscored males when the outcome was total course…

Factors Most Likely to Contribute to Positive Course Evaluations

ERIC Educational Resources Information Center

VanMaaren, Victoria G.; Jaquett, Caroline M.; Williams, Robert L.

2016-01-01

The purpose of this study was to determine the extent to which students differentially rated ten factors likely to affect their ratings on overall course evaluations. Students (N = 148) in several sections of an undergraduate educational psychology course indicated their preferences among several designated factors. We found remarkable similarity…

The Lay Concept of Childhood Mental Disorder

ERIC Educational Resources Information Center

Giummarra, Melita J.; Haslam, Nick

2005-01-01

The structure of lay people's concepts of childhood mental disorder was investigated in a questionnaire study and examined for convergence with the Diagnostic and Statistical Manual (DSM-IV). Eighty-four undergraduates who had no formal education in abnormal psychology rated 54 conditions--36 DSM-IV childhood disorders and 18 non-disorders--on…

Improving Research Participant Ethics: The Utility of an Online Educational Module

ERIC Educational Resources Information Center

Barber, Larissa K.; Bailey, Sarah F.; Bagsby, Patricia G.

2015-01-01

The undergraduate psychology curriculum often does not address guidelines for acceptable participant behavior. This two-part study tested the efficacy of a recently developed online learning module on ethical perceptions, knowledge, and behavior. In the preliminary quasi-experiment, students who viewed the module did not have higher…

Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (5th, Ellenville, New York, March 13-15, 1991).

ERIC Educational Resources Information Center

Levine, Judith R., Ed.; Feist, Stanley C., Ed.

Selected proceedings are presented from the Fifth Annual Conference on Undergraduate Teaching of Psychology. The proceedings includes: (1) "Multimodal Self-Management: A Holistic Approach to Teaching Self-Improvement," by Edward J. O'Keefe and Donna Berger; (2) "Undergraduate Research: Statistics to Senior Presentations," by Glena L. N. Schubarth;…

Effectiveness of LifeRAFT Undergraduate Helping Skills Training Model

ERIC Educational Resources Information Center

Campbell, Elizabeth L.; Davidson, Kenzie; Davidson, Spencer M.

2017-01-01

LifeRAFT, a helping skills training model for undergraduate paraprofessionals, addresses training needs for applied psychology skills for undergraduate psychology majors. LifeRAFT draws from three empirically supported psychotherapy treatments to introduce counselling theory and encourage helping skill progression. Trainees learn practical helping…

Predictors of Psychology Undergraduate Success

ERIC Educational Resources Information Center

Catling, Jonathan; Mason, Victoria; Jones, Tim

2013-01-01

Undergraduate students may succeed or fail within their studies for a myriad of different reasons. Within this exploratory study we assess some of the academic, psychosocial and demographic predictors of student attainment. Using a questionnaire, first-year psychology undergraduates were assessed for a number of demographic, socioeconomic,…

Developing Students, Developing Faculty: Incompatible or Compatible Goals?

ERIC Educational Resources Information Center

Ware, Mark E.; Davis, Stephen F.; Smith, Randolph A.

Grounding students in research methodology is at the core of the undergraduate curriculum. Students usually conduct individual projects in the experimental psychology or research methods courses, and most undergraduate courses in the psychology curriculum contain a strong research component. The opportunities and benefits for undergraduate student…

Controversy in the Psychology Classroom: Using Hot Topics to Foster Critical Thinking

ERIC Educational Resources Information Center

Dunn, Dana S., Ed.; Gurung, Regan A. R., Ed.; Naufel, Karen Z., Ed.; Wilson, Janie H., Ed.

2012-01-01

One of the hallmarks of a quality liberal arts education is providing undergraduates the opportunity to wrestle with controversial issues. Yet many teachers feel ill-equipped when it comes to broaching disagreeable topics, managing the resulting heated debates, or helping students to separate their personal feelings from scientific evidence. This…

Core Goals and Their Relationship to Semester Subgoals and Academic Performance.

ERIC Educational Resources Information Center

Schutz, P. A.; White, V. E.; Lanehart, S. L.

2001-01-01

Thirty-nine students in an undergraduate educational psychology course identified and organized their core goals into ten goal domains. They then identified semester subgoals and tracked their time in relation to their goals. Results suggest that courses intended to increase student retention should use activities that help students identify their…

Using Hypermedia: Effects of Prior Knowledge and Goal Strength.

ERIC Educational Resources Information Center

Last, David A.; O'Donnell, Angela M.; Kelly, Anthony E.

The influences of a student's prior knowledge and desired goal on the difficulties and benefits associated with using hypertext were examined in this study. Participants, 12 students from an undergraduate course in educational psychology, were assigned to either the low or high prior knowledge category. Within these two groups, subjects were…

Language Policy in Puerto Rico's Higher Education: Opening the Door for Translanguaging Practices

ERIC Educational Resources Information Center

Carroll, Kevin S.; Mazak, Catherine M.

2017-01-01

This paper investigates the relationship between meso university language policies in Puerto Rico and their micro instantiations in an undergraduate psychology classroom. We describe a typology of language policies used by 38 universities and campuses in Puerto Rico where their openness allows for flexible implementation of everyday micro policy.…

Fluctuation in Spatial Ability Scores during the Menstrual Cycle.

ERIC Educational Resources Information Center

Moody, M. Suzanne

Whether or not fluctuations in spatial ability as measured by S. G. Vandenberg's Mental Rotations Test occur during the menstrual cycle was studied with 133 female students from 9 undergraduate educational psychology and nursing classes. For comparison, 28 male students also took the test. Scores from 55 females fell into the relevant menstrual…

Faculty Perceptions on Cheating in Exams in Undergraduate Engineering

ERIC Educational Resources Information Center

Madara, Diana Starovoytova; Namango, Saul Sitati

2016-01-01

Cheating in examinations transpires in every-country of the world, and it is a fraudulent-behavior that involves some-form of deception, in which a candidate's efforts, or the efforts of other-candidates, are altered; it has negative educational, social and psychological-effects. Even though cheating is widespread, it has been observed that…

Knowledge Monitoring, Goal Orientations, Self-Efficacy, and Academic Performance: A Path Analysis

ERIC Educational Resources Information Center

Al-Harthy, Ibrahim S.; Was, Christopher A.

2013-01-01

The purpose of this study was to examine the relationship between knowledge monitoring and motivation as defined by self-efficacy and goal orientations. A path model was proposed to hypothesize the causal relations among predictors of the students' total score in the Educational Psychology course. The sample consisted of undergraduate students…

Psychological Trauma in the Schools: A Retrospective Study.

ERIC Educational Resources Information Center

Zelikoff, Wendy L.; Hyman, Irwin A.

An increase in clinical cases indicates that trauma in school children can be connected to teacher abuse. A survey was administered to 35 college undergraduates, 40 school teachers, 41 special educators, and 65 mixed individuals from Pennsylvania, New Jersey, New York, Delaware, Georgia, and Puerto Rico to determine the nature of the abuse, its…

Study, Examinations, and Stress: Blood Pressure Assessments in College Students

ERIC Educational Resources Information Center

Hughes, Brian M.

2005-01-01

The issue of stress associated with higher education and its impact on markers of student health is explored in three experiments looking at blood pressure levels in college students. All participants were full-time undergraduate students of psychology. In Experiment 1, academic fear of failure, assessed using psychometric testing, was found to be…

Student Attitudes towards Portfolios To Encourage Journal Reading.

ERIC Educational Resources Information Center

Ferris, Alan R.

Student attitudes towards the use of portfolios to encourage journal reading are investigated in lower division psychology classes. Portfolios can be designed in various ways to meet different educational goals. It is also useful for undergraduates to read original research articles, but difficult to motivate them to do so. The intention of this…

Applying What Works: A Case for Deliberate Psychological Education in Undergraduate Business Ethics

ERIC Educational Resources Information Center

Schmidt, Christopher Drees; Davidson, Kathleen M.; Adkins, Christopher

2013-01-01

The teaching of business ethics continues to be a topic of great concern as both businesses and business schools seek to develop effective approaches for fostering ethical behavior. Responses to this objective have been varied, and consistent empirical evidence for a particular approach has not emerged. One approach, deliberate psychological…

Recruiting and Retaining Mental Health Professionals to Rural Communities: An Interdisciplinary Course In Appalachia

ERIC Educational Resources Information Center

Meyer, Deborah; Hamel-Lambert, Jane; Tice, Carolyn; Safran, Steven; Bolon, Douglas; Rose-Grippa, Kathleen

2005-01-01

Faculty from 5 disciplines (health administration, nursing, psychology, social work, and special education) collaborated to develop and teach a distance-learning course designed to encourage undergraduate and graduate students to seek mental health services employment in rural areas and to provide the skills, experience, and knowledge necessary…

The Relationship of Task Characteristics to Attitudes, Absenteeism, Stress and Performance Among College Students.

ERIC Educational Resources Information Center

Rousseau, Denise M.

In organizational settings, research has shown the relationship of task characteristics to attitudes and motivation. This study examines the external validity of the task characteristic-outcome relationship in an educational setting. Subjects were 206 undergraduate psychology students. They were given an inventory of seven task characteristics…

Course Factors That Motivate Students to Submit End-of-Course Evaluations

ERIC Educational Resources Information Center

Jaquett, Caroline M.; VanMaaren, Victoria G.; Williams, Robert L.

2017-01-01

We surveyed students (N = 152) in several sections of an undergraduate educational psychology course to determine what course factors would most motivate them to submit course evaluations. The survey directed students to choose among several pairs of course characteristics as to their relative impact on their decision to submit a course…

Team-Based Testing Improves Individual Learning

ERIC Educational Resources Information Center

Vogler, Jane S.; Robinson, Daniel H.

2016-01-01

In two experiments, 90 undergraduates took six tests as part of an educational psychology course. Using a crossover design, students took three tests individually without feedback and then took the same test again, following the process of team-based testing (TBT), in teams in which the members reached consensus for each question and answered…

eEducation: Interdisciplinary Crossroads. Research Paper: Connecting Technology to Teaching and Learning.

ERIC Educational Resources Information Center

Micken, Kathleen S.; Cutting, Alan C.

This paper presents the framework used in implementing "Marketing on the Web," an interdisciplinary course that integrates marketing and technology strategies, with an approach that is grounded in cognitive psychology and in constructionist theory. Though applied at the undergraduate level, the framework may be adapted to primary through graduate…

Technological Alternatives to Paper-Based Components of Team-Based Learning

ERIC Educational Resources Information Center

Robinson, Daniel H.; Walker, Joshua D.

2008-01-01

The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to Statistics. In this chapter, they describe how they used technology in classes of fifty to seventy…

Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (18th, Monticello, New York, March 24-26, 2004)

ERIC Educational Resources Information Center

Oswald, Patricia A., Ed.; Zaromatidis, Katherine, Ed.; Levine, Judith R., Ed.; Indenbaum, Gene, Ed.

2004-01-01

This document includes the proceedings and papers of the 18th Annual Conference on Undergraduate Teaching of Psychology, which was held on March 24-26, 2004 in Monticello, NY. The conference, which dealt with ideas and innovations in the teaching of psychology, was sponsored by the Psychology Department of the Farmingdale State University. The…

Undergraduate Psychology Students' Experiences with Creative Drama: A Multi-Case Study

ERIC Educational Resources Information Center

Wilcox, Ruth A.

2015-01-01

This qualitative multi-case study explored undergraduate psychology students' experiences participating in creative drama activities the instructor/researcher developed to teach psychological concepts. The study was conducted in three introductory and developmental courses in a mid-western community college setting. Participants (cases) included…

Reliability and Validity of the Research Methods Skills Assessment

ERIC Educational Resources Information Center

Smith, Tamarah; Smith, Samantha

2018-01-01

The Research Methods Skills Assessment (RMSA) was created to measure psychology majors' statistics knowledge and skills. The American Psychological Association's Guidelines for the Undergraduate Major in Psychology (APA, 2007, 2013) served as a framework for development. Results from a Rasch analysis with data from n = 330 undergraduates showed…

The Teaching of Undergraduate Health Psychology: A National Survey

ERIC Educational Resources Information Center

Panjwani, Aliza A.; Gurung, Regan A. R.; Revenson, Tracey A.

2017-01-01

We conducted an online national survey to examine how undergraduate health psychology is taught, offer information about course design and content, and provide a needs analysis. Health psychology instructors (N = 126) answered questions about course format, teaching tools, importance of covering specific topics, and needed resources. A principal…

The State of Multiculturalism and Diversity in Undergraduate Psychology Training

ERIC Educational Resources Information Center

Fuentes, Milton A.; Shannon, Casey R.

2016-01-01

Over the past few decades, diversity and multiculturalism have received considerable attention in the field of psychology. While there have been notable efforts to ensure these important areas are addressed in undergraduate psychology training, little is known about this undertaking. The present study examined how diversity and multiculturalism…

Ethics as an Undergraduate Psychology Outcome: When, Where, and How to Teach It

ERIC Educational Resources Information Center

Ruiz, Ana; Warchal, Judith

2014-01-01

The American Psychological Association (APA) recently approved a new set of "Guidelines for the undergraduate psychology major, version 2.0" (APA, 2013a) which addressed ethics specifically. Yet the teaching of ethics receives little attention in publications, national and international institutes, and conferences. Few guidelines for…

Taking the Pulse of Undergraduate Health Psychology: A Nationwide Survey

ERIC Educational Resources Information Center

Brack, Amy Badura; Kesitilwe, Kutlo; Ware, Mark E.

2010-01-01

We conducted a random national survey of 100 doctoral, 100 comprehensive, and 100 baccalaureate institutions to determine the current state of the undergraduate health psychology course. We found clear evidence of a maturing course with much greater commonality in name (health psychology), theoretical foundation (the biopsychosocial model), and…

Evaluating Psychology Students' Library Skills and Experiences

ERIC Educational Resources Information Center

Jones, Steve; Allen, Julie

2012-01-01

Extensive engagement with current academic sources is expected of all psychology undergraduates. Thirty-eight undergraduate psychology students took part in a series of focus group discussions of their information-searching experiences and skills. The majority of students had not been required to engage with any form of information searching while…

A Program for Improving Undergraduate Psychology Students' Basic Writing Skills

ERIC Educational Resources Information Center

Fallahi, Carolyn R.; Wood, Rebecca M.; Austad, Carol Shaw; Fallahi, Hamid

2006-01-01

We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p…

Teaching of Psychology: Ideas and Innovations. Proceedings and Papers of the Annual Conference on Undergraduate Teaching of Psychology (20th, Monticello, New York, March 29-31, 2006)

ERIC Educational Resources Information Center

Oswald, Patricia A., Ed.; Zaromatidis, Katherine, Ed.; Levine, Judith R., Ed.; Indenbaum, Gene, Ed.

2006-01-01

This document includes proceedings, abstracts, and papers of the 20th Annual Conference on Undergraduate Teaching of Psychology, which was held on March 29-31, 2006 in Monticello, NY. The conference, which dealt with ideas and innovations in the teaching of psychology, was sponsored by the Psychology Department of the Farmingdale State University.…

Religion and mythology in a sample of undergraduate psychology of women courses.

PubMed

Taylor, Christina J; Galasso, Rosemarie

2008-10-01

The coverage of religion and mythology in undergraduate courses in the Psychology of Women was explored by (a) surveying a sample of undergraduate instructors (N=72); and (b) examining coverage in textbooks on the Psychology of Women (N=95). 48.6% of teachers said they include some coverage, while 43.1% said they never do. The total percentage of coverage in textbooks is small, ranging from a mean of 2.0% in the 1970s to 1.1% in the current decade.

The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students

ERIC Educational Resources Information Center

Walklet, Elaine; Davis, Sarah; Farrelly, Daniel; Muse, Kate

2016-01-01

Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience…

Profiling the Personality Traits of University Undergraduate and Postgraduate Students at a Research University in Malaysia

ERIC Educational Resources Information Center

Mey, See Ching; Abdullah, Melissa Ng Lee Yen; Yin, Chuah Joe

2014-01-01

Research universities in Malaysia are striving to transform into world-class institutions. These universities have the capacity to attract the best students to achieve excellence in education and research. It is important to monitor the psychological well-being of students during the transformation process so that proactive intervention can help…

Developing a Four-Year Baccalaureate Degree in Applied Psychology: Experiences in Degree Development at a Former Two-Year Postsecondary Institution

ERIC Educational Resources Information Center

Hamilton, Kevin; Charlton, Steve; Elmes, Roger

2008-01-01

Population growth and demographic trends in North American urban centers combined with job markets demanding higher levels of education have placed considerable pressure in recent years on postsecondary institutions to provide better access to undergraduate and graduate degree programs (Levin 2004; Zhang 2005). Kwantlen University College,…

Exploring the Relationship between Experienced Students' Preference for Open- and Closed-Book Examinations, Approaches to Learning and Achievement

ERIC Educational Resources Information Center

Karagiannopoulou, Evangelia; Milienos, Fotios S.

2013-01-01

The relationship between university students' approaches to learning and preference for the open- and closed-book examinations was investigated for 144 Greek undergraduate (56 third- and 88 fourth-year) students attending a Philosophy, Education and Psychology Department. The approaches were explored by the Approaches and Study Skills Inventory…

Students' and Instructors' Perceived Value of Language and Content Curricular Goals

ERIC Educational Resources Information Center

Mills, Nicole; Moulton, Samuel T.

2017-01-01

Universities across the country are experiencing a decline in the number of undergraduates choosing to major in the humanities in general, and similar trends have been observed specifically in the study of foreign languages (FLs), cultures, and literatures. The educational and social psychological literature has explored uptake, or a student's…

Face-to-Face versus Computer-Mediated Discussion of Teaching Cases: Impacts on Preservice Teachers' Engagement, Critical Analyses, and Self-Efficacy

ERIC Educational Resources Information Center

PytlikZillig, Lisa M.; Horn, Christy A.; Bruning, Roger; Bell, Stephanie; Liu, Xiongyi; Siwatu, Kamau O.; Bodvarsson, Mary C.; Kim, Doyoung; Carlson, Deborah

2011-01-01

Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written…

Gender, College Major Selections, Classifications within Majors, and Its Relationship with Locus of Control: An Empirical Evidence for Counseling Educators

ERIC Educational Resources Information Center

Jemi-Alade, Tunji

2008-01-01

To help counselors develop strategies to enhance students' social, personal, and psychological well-being, this research provides an understanding of how students perceive their environment. Specifically examining graduate and undergraduate students, the researcher was concerned with ascertaining the effect of the college-major variable (Business…

Teaching clinical pharmacology and therapeutics with an emphasis on the therapeutic reasoning of undergraduate medical students

PubMed Central

Richir, Milan C.; Tichelaar, Jelle; Geijteman, Eric C. T.

2008-01-01

Background The rational prescribing of drugs is an essential skill of medical doctors. Clinical pharmacologists play an important role in the development of these skills by teaching clinical pharmacology and therapeutics (CP&T) to undergraduate medical students. Although the approaches to teaching CP&T have undergone many changes over the last decennia, it is essential that the actual teaching of CP&T continues to be a major part of the undergraduate medical curriculum. Objectives The learning objectives of CP&T teaching in terms of developing the therapeutic competencies of undergraduate medical students are described, with an emphasis on therapeutic decision-making. On the basis of current theories of cognitive psychology and medical education, context-learning is presented as an effective approach by which to achieve therapeutic competencies. An example of a CP&T curriculum is presented. PMID:18228012

An evaluation of methods used to teach quality improvement to undergraduate healthcare students to inform curriculum development within preregistration nurse education: a protocol for systematic review and narrative synthesis.

PubMed

Armstrong, Lorraine; Lauder, William; Shepherd, Ashley

2015-01-14

Despite criticism, quality improvement (QI) continues to drive political and educational priorities within health care. Until recently, QI educational interventions have varied, targeting mainly postgraduates, middle management and the medical profession. However, there is now consensus within the UK, USA and beyond to integrate QI explicitly into nurse education, and faculties may require redesign of their QI curriculum to achieve this. Whilst growth in QI preregistration nurse education is emerging, little empirical evidence exists to determine such effects. Furthermore, previous healthcare studies evaluating QI educational interventions lend little in the way of support and have instead been subject to criticism. They reveal methodological weakness such as no reporting of theoretical underpinnings, insufficient intervention description, poor evaluation methods, little clinical or patient impact and lack of sustainability. This study aims therefore to identify, evaluate and synthesise teaching methods used within the undergraduate population to aid development of QI curriculum within preregistration nurse education. A systematic review of the literature will be conducted. Electronic databases, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Psychological Information (PsychINFO), Education Resources Information Centre (ERIC), Medical Literature Analysis and Retrieval System Online (MEDLINE) and Applied Social Sciences Index and Abstracts (ASSIA), will be searched alongside reference list scanning and a grey literature search. Peer-reviewed studies from 2000-2014 will be identified using key terms quality improvement, education, curriculum, training, undergraduate, teaching methods, students and evaluation. Studies describing a QI themed educational intervention aimed at undergraduate healthcare students will be included and data extracted using a modified version of the Reporting of Primary Studies in Education (REPOSE) Guidelines. Studies will be judged for quality and relevance using the Evidence for Policy and Practice Information and Co-ordinating Centre's (EPPI) Weight of Evidence framework and a narrative synthesis of the findings provided. This study aims to identify, evaluate and synthesise the teaching methods used in quality improvement education for undergraduate healthcare students where currently this is lacking. This will enable nursing faculty to adopt the most effective methods when developing QI education within their curriculum. Prospero CRD42014013847.

Undergraduate Students' Attitudes toward Individuals with Disabilities: Integrating Psychology Disability Curriculum and Service-Learning

ERIC Educational Resources Information Center

Carlson, Wendy; Witschey, Hannah

2018-01-01

This study examined whether combining classroom curriculum with direct experience with people with disabilities (PWDs) can influence change in undergraduate students' attitudes toward PWDs. Undergraduate students (N = 68) enrolled in a psychology course completed the Interaction with Disabled Persons Scale at the beginning and end of the semester.…

Synthesis of discipline-based education research in physics

NASA Astrophysics Data System (ADS)

Docktor, Jennifer L.; Mestre, José P.

2014-12-01

This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1) conceptual understanding, (2) problem solving, (3) curriculum and instruction, (4) assessment, (5) cognitive psychology, and (6) attitudes and beliefs about teaching and learning. Each topical section includes sample research questions, theoretical frameworks, common research methodologies, a summary of key findings, strengths and limitations of the research, and areas for future study. Supplemental material proposes promising future directions in physics education research.

The provision of accredited higher education on dementia in six European countries: An exploratory study.

PubMed

Hvalič-Touzery, Simona; Skela-Savič, Brigita; Macrae, Rhoda; Jack-Waugh, Anna; Tolson, Debbie; Hellström, Amanda; de Abreu, Wilson; Pesjak, Katja

2018-01-01

The World Health Organization has identified developing the knowledge and skills of healthcare professionals who are involved in dementia care as a priority. Most healthcare professionals lack the necessary knowledge, skills and understanding to provide high quality dementia care. While dementia education amongst most UK university health and social care programmes is inconsistent, we know little about the provision of dementia education in European universities. To examine the provision of accredited higher education on dementia in European countries, to illustrate that it is highly variable despite universities being the major provider of education for healthcare professionals internationally. An exploratory research design was used. The providers of higher education undergraduate and postgraduate programmes in the Czech Republic, Portugal, Scotland, Slovenia, Spain, Sweden. Higher Education Institutions who provide undergraduate and postgraduate education in the fields of nursing, medicine, psychology, social work, physiotherapy, occupational therapy, and gerontology in six European countries. The data was collected using a structured questionnaire. Researchers in each country conducted an internet-based search using the websites of Higher Education Institutions to identify existing accredited dementia education. These searches revealed a lack of dementia education in undergraduate health and social care study programmes. Three of the six countries offered postgraduate study programmes on dementia. There was a significant variation amongst the countries in relation to the provision of dementia education at undergraduate, postgraduate and doctoral levels. Dementia is a global challenge and educating and upskilling the workforce is a policy imperative. To deliver the best dementia care, investment in interprofessional evidence-based education is required if we are to respond effectively and compassionately to the needs of people living with dementia and their families. Higher Education Institutions have an important role to play in equipping health and social care professionals with the knowledge, skills and understanding to respond to this imperative. Copyright © 2017 Elsevier Ltd. All rights reserved.

Rapid Growth of Psychology Programs in Turkey: Undergraduate Curriculum and Structural Challenges

ERIC Educational Resources Information Center

Sümer, Nebi

2016-01-01

Similar to the other developing countries, undergraduate psychology programs in Turkish universities have rapidly grown in the last two decades. Although this sharp increment signifies the need for psychologists, it has also caused a number of challenges for effective teaching of psychology. The department chairs (N = 42) were interviewed with an…

Assessment of Positive Psychology Course According to Comments and Life Satisfaction Levels of Counselor Candidates

ERIC Educational Resources Information Center

Bas, Asli Uz

2016-01-01

The purpose of this study was to assess the "Positive Psychology" course according to comments and life satisfaction levels of counselor candidates. The course was offered in Guidance and Psychological Counseling undergraduate program as an elective course. The participants of the study were 56 senior undergraduate students attended…

Wikipedia and Psychology: Coverage of Concepts and Its Use by Undergraduate Students

ERIC Educational Resources Information Center

Schweitzer, N. J.

2008-01-01

The online encyclopedia Wikipedia is a frequently referred-to source of information for Internet users. A series of 3 studies examined Wikipedia's coverage of psychology-related concepts, examined how accessible Wikipedia's psychology content is when using Internet search engines, and described how both first-year and senior undergraduates use…

Civic Engagement in the Field of Psychology

ERIC Educational Resources Information Center

Chenneville, Tiffany; Toler, Susan; Gaskin-Butler, Vicki T.

2012-01-01

The purpose of this article is to describe the importance of, and recommendations for how best to promote, civic engagement among undergraduate psychology majors. In this article, we will describe how the goals of civic engagement are consistent with the specific curricular goals of undergraduate psychology programs. We also will (a) review the…

Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (19th, Monticello, New York, April 6-8, 2005)

ERIC Educational Resources Information Center

Zaromatidis, Katherine, Ed.; Oswald, Patricia A., Ed.; Levine, Judith R., Ed.; Indenbaum, Gene, Ed.

2005-01-01

The 19th Annual Conference on Undergraduate Teaching of Psychology was held on April 6-8, 2005 at Kutsher's Country Club in Monticello, New York. The conference was sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference featured two keynote speakers--Dr. James Naire, sponsored by Wadsworth…

Factors related to academic success among nursing students: a descriptive correlational research study.

PubMed

Beauvais, Audrey M; Stewart, Julie G; DeNisco, Susan; Beauvais, John E

2014-06-01

The current rise in employment is improving forecasts for the future supply of registered nurses; however sizeable shortages are still projected. With the intention of improving academic success in nursing students, related factors need to be better understood. The purpose of the correlational study was to describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in undergraduate and graduate nursing students. A descriptive correlational design was utilized. The study was set in a private Catholic university. There were 124 participants. There were 59% undergraduate and 41% graduate students. Background data, in addition to the Spreitzer Psychological Empowerment Scale, the Wagnild and Young Resilience Scale, and the Spiritual Well-Being Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, was collected from students who met study criteria. In a combined sample, academic success was correlated with overall spiritual well-being, empowerment and resilience. Although academic success was not correlated with overall emotional intelligence, it was correlated with the emotional intelligence branch four (managing emotions) score. When undergraduate and graduate students were considered separately, only one correlation was found to be significantly related to academic success in the undergraduate sample, namely, emotional intelligence branch one (perceiving emotions). When examining the data from just graduate level nurses, significant relationships were found between total emotional intelligence with academic success, resilience with academic success, and psychological empowerment with academic success. The significant relationship between psychological empowerment, resilience, spiritual well-being and academic success in this study supports the statements in the literature that these concepts may play an important role in persistence through the challenges of nursing education. Research is needed to examine if strategies to enhance empowerment, resilience, and spiritual well-being can increase academic success in a test-retest design. Copyright © 2013 Elsevier Ltd. All rights reserved.

Internet Self-Efficacy Does Not Predict Student Use of Internet-Mediated Educational Technology

ERIC Educational Resources Information Center

Buchanan, Tom; Joban, Sanjay; Porter, Alan

2014-01-01

Two studies tested the hypothesis that use of learning technologies among undergraduate psychology students was associated with higher Internet self-efficacy (ISE). In Study 1, the ISE scores of 86 students were found not to be associated with either attitudes towards, or measured use of, blogs and wikis as part of an IT skills course. ISE was…

Exploring the Impact of the Increased Tuition Fees on Academic Staffs' Experiences in Post-92 Universities: A Small-Scale Qualitative Study

ERIC Educational Resources Information Center

Bates, Elizabeth A.; Kaye, Linda K.; Blewitt, John

2014-01-01

The introduction of the new tuition fee regime in the UK academic session 2012-2013 has resulted in concerns in the Higher Education (HE) community that students' expectations may become unmanageable. Previous research has explored the expectations and experiences of undergraduate psychology students; the current study extended this by considering…

The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications

ERIC Educational Resources Information Center

Carlhed, Carina

2017-01-01

The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology, andEngineering (year 2001-2002, n = 15,918). Using the concepts from…

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

ERIC Educational Resources Information Center

Özdemir, Nevin; Kesten, Alper; Iskin, Pinar

2017-01-01

The purpose of this study is to examine the effects of four-year-long undergraduate education on the learning styles of prospective teachers of social studies. This study was conducted in accordance with longitudinal method, which is one of the research designs used in developmental psychology researches. The study was conducted with the…

Critical Thinking as a Predictor and Outcome Measure in a Large Undergraduate Educational Psychology Course.

ERIC Educational Resources Information Center

Williams, Robert L.

This study first determined how well two types of critical thinking measures, generic and subject-specific, predicted performance on course tests. Secondly, the study examined the extent to which critical thinking changed from the beginning to the end of the course. Two generic and one subject-specific measure of critical thinking were used in the…

Strengthening the Transition to University by Confronting the Expectation-Reality Gap in Psychology Undergraduates

ERIC Educational Resources Information Center

Winstone, Naomi; Bretton, Hannah

2013-01-01

In negotiating the transition to Higher Education, students bring core expectations from their A-level study that are likely to be different to the lived reality of university study. Bridging the transition to university requires an in-depth understanding of the differences between the imagined and the reality; the expectations and the experience.…

Factors influencing knowledge about childhood autism among final year undergraduate Medical, Nursing and Psychology students of University of Nigeria, Enugu State, Nigeria

PubMed Central

2010-01-01

Background Knowledge and awareness about childhood autism is low among health care workers and the general populace in Nigeria. Poor knowledge about childhood autism among final year medical, nursing and psychology students who would form tomorrow's child health care professionals can compromise early recognition and interventions that are known to improve prognosis in childhood autism. Educational factors that could be influencing knowledge about childhood autism among these future health care professionals are unknown. This study assessed knowledge about childhood autism among final year undergraduate medical, nursing and psychology students in south-eastern Nigeria and determined the factors that could be influencing such knowledge. Methods One hundred final year undergraduate students were randomly selected from each of the Departments of Medicine, Nursing Science and Psychology respectively of University of Nigeria, Enugu State, Nigeria making a sample size of three hundred. A socio-demographic questionnaire and knowledge about childhood autism among health workers (KCAHW) questionnaire were administered to the students. Results The total mean score for the three groups of students on the KCAHW questionnaire was 10.67 ± 3.73 out of a possible total score of 19, with medical, nursing and psychology students having total mean scores of 12.24 ± 3.24, 10.76 ± 3.50 and 9.01 ± 3.76 respectively. The mean scores for the three groups showed statistically significant difference for domain 1 (p = 0.000), domain 3 (p = 0.029), domain 4 (p = 0.000) and total score (p = 0.000), with medical students more likely to recognise symptoms and signs of autism compared to nursing and psychology students. The mean score in domain 2 did not show statistically significant difference among the three groups (p = 0.769). The total score on the KCAHW questionnaire is positively correlated with the number of weeks of posting in psychiatry (r = 0.319, p = 0.000) and the number of weeks of posting in paediatrics (r = 0.372, p = 0.000). The total score is also positively correlated with the number of credit hours of lectures in psychiatry/abnormal psychology (r = 0.324, p = 0.000) and the number of credit hours of lectures in paediatrics (r = 0.372, p = 0.000). The field of study also influenced knowledge about childhood autism (p = 0.000). Conclusion Peculiar situation in this environment as signified by inadequate human resources needed in the area of clinical psychology training often times necessitates employing first degree graduates in psychology into clinical positions. This calls for additional exposure of the undergraduate psychology students to training curriculum aimed at improving their early recognition of symptoms of autism spectrum disorders in this environment. PMID:20540799

Factors influencing knowledge about childhood autism among final year undergraduate Medical, Nursing and Psychology students of University of Nigeria, Enugu State, Nigeria.

PubMed

Igwe, Monday N; Bakare, Muideen O; Agomoh, Ahamefule O; Onyeama, Gabriel M; Okonkwo, Kevin O

2010-06-13

Knowledge and awareness about childhood autism is low among health care workers and the general populace in Nigeria. Poor knowledge about childhood autism among final year medical, nursing and psychology students who would form tomorrow's child health care professionals can compromise early recognition and interventions that are known to improve prognosis in childhood autism. Educational factors that could be influencing knowledge about childhood autism among these future health care professionals are unknown. This study assessed knowledge about childhood autism among final year undergraduate medical, nursing and psychology students in south-eastern Nigeria and determined the factors that could be influencing such knowledge. One hundred final year undergraduate students were randomly selected from each of the Departments of Medicine, Nursing Science and Psychology respectively of University of Nigeria, Enugu State, Nigeria making a sample size of three hundred. A socio-demographic questionnaire and knowledge about childhood autism among health workers (KCAHW) questionnaire were administered to the students. The total mean score for the three groups of students on the KCAHW questionnaire was 10.67+/-3.73 out of a possible total score of 19, with medical, nursing and psychology students having total mean scores of 12.24+/-3.24, 10.76+/-3.50 and 9.01+/-3.76 respectively. The mean scores for the three groups showed statistically significant difference for domain 1 (p=0.000), domain 3 (p=0.029), domain 4 (p=0.000) and total score (p=0.000), with medical students more likely to recognise symptoms and signs of autism compared to nursing and psychology students. The mean score in domain 2 did not show statistically significant difference among the three groups (p=0.769). The total score on the KCAHW questionnaire is positively correlated with the number of weeks of posting in psychiatry (r=0.319, p=0.000) and the number of weeks of posting in paediatrics (r=0.372, p=0.000). The total score is also positively correlated with the number of credit hours of lectures in psychiatry/abnormal psychology (r=0.324, p=0.000) and the number of credit hours of lectures in paediatrics (r=0.372, p=0.000). The field of study also influenced knowledge about childhood autism (p=0.000). Peculiar situation in this environment as signified by inadequate human resources needed in the area of clinical psychology training often times necessitates employing first degree graduates in psychology into clinical positions. This calls for additional exposure of the undergraduate psychology students to training curriculum aimed at improving their early recognition of symptoms of autism spectrum disorders in this environment.

Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (21st, Kerhonkson, New York, March 28-30, 2007)

ERIC Educational Resources Information Center

Zaromatidis, Katherine, Ed.; Oswald, Patricia A., Ed.; Levine, Judith R., Ed.; Indenbaum, Gene, Ed.

2007-01-01

The 21st Annual Conference on Undergraduate Teaching of Psychology was held on March 28-30, 2007 at Hudson Valley Resort and Day Spa in Kerhonkson, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference included twenty five presentations and ten of these are included in these proceedings.…

A Pilot Intervention to Improve the Structural Quality of Exam Essay Writing in UK Undergraduate Psychology Students

ERIC Educational Resources Information Center

Connelly, Vincent; Dockrell, Julie E.; Barnett, Jo

2006-01-01

Psychology undergraduates need to produce good quality essays in order to succeed at university. Students find the transition to university writing difficult. Using a rubric, a profile of student weakness in psychology essay writing was described. The students were generally poor at the structural organisation of their essays. A pilot intervention…

Analyzing the Psychological Symptoms of Students in Undergraduate Program in Elementary Mathematics Teaching

ERIC Educational Resources Information Center

Masal, Ercan; Koc, Mustafa; Colak, Tugba Seda; Takunyaci, Mithat

2013-01-01

The main purpose of this research is to analyse whether there is a difference or not in levels of having psychological symptoms of the students of undergraduate program in elementary mathematics teaching. Another aim of the research is to determine whether the levels of having psychological symptoms of the students differ or not regarding various…

From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study

PubMed Central

Wang, Qing; Li, Huiping; Pang, Weiguo

2016-01-01

Background Coaching psychology is of increasing interest to medical educators for its potential benefits as a facilitative method in problem-based learning (PBL). However, the field lacks empirical studies that explore the lived experiences of students and tutors in the PBL coaching process. This study aimed to elicit knowledge regarding medical students’ and tutors’ experiences and perceptions of PBL coaching in the context of Chinese undergraduate medical education. Methods The qualitative methodology of interpretative phenomenological analysis (IPA) was employed. Participants comprised third year medical students (n=20) and PBL tutors (n=5) who have adopted a coaching approach in PBL for a semester. Semi-structured interviews were utilized to obtain a comprehensive understanding of their experiences of PBL coaching. Data analysis followed an iterative four-stage scheme of Biggerstaff and Thompson. Results Six main themes emerged from diverse experiences and interpretations: 1) mindsets of coaching and learning, 2) the development of learning dispositions and capacities, 3) student group collaboration, 4) tutor–student relationships, 5) personal and professional development, and 6) challenges and difficulties in implementation. Conclusions It could be concluded that PBL coaching is a dynamic, facilitative process that makes a particular contribution to the learning process from psychological, emotional, and social perspectives, whilst it demonstrates significant overlaps with PBL tutoring in terms of supporting students’ cognitive activities in PBL. Further research is needed to identify the barriers and challenges for medical educators to implement coaching in the PBL process. PMID:27396900

From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study.

PubMed

Wang, Qing; Li, Huiping; Pang, Weiguo

2016-01-01

Coaching psychology is of increasing interest to medical educators for its potential benefits as a facilitative method in problem-based learning (PBL). However, the field lacks empirical studies that explore the lived experiences of students and tutors in the PBL coaching process. This study aimed to elicit knowledge regarding medical students' and tutors' experiences and perceptions of PBL coaching in the context of Chinese undergraduate medical education. The qualitative methodology of interpretative phenomenological analysis (IPA) was employed. Participants comprised third year medical students (n=20) and PBL tutors (n=5) who have adopted a coaching approach in PBL for a semester. Semi-structured interviews were utilized to obtain a comprehensive understanding of their experiences of PBL coaching. Data analysis followed an iterative four-stage scheme of Biggerstaff and Thompson. Six main themes emerged from diverse experiences and interpretations: 1) mindsets of coaching and learning, 2) the development of learning dispositions and capacities, 3) student group collaboration, 4) tutor-student relationships, 5) personal and professional development, and 6) challenges and difficulties in implementation. It could be concluded that PBL coaching is a dynamic, facilitative process that makes a particular contribution to the learning process from psychological, emotional, and social perspectives, whilst it demonstrates significant overlaps with PBL tutoring in terms of supporting students' cognitive activities in PBL. Further research is needed to identify the barriers and challenges for medical educators to implement coaching in the PBL process.

From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study.

PubMed

Wang, Qing; Li, Huiping; Pang, Weiguo

2016-01-01

Background Coaching psychology is of increasing interest to medical educators for its potential benefits as a facilitative method in problem-based learning (PBL). However, the field lacks empirical studies that explore the lived experiences of students and tutors in the PBL coaching process. This study aimed to elicit knowledge regarding medical students' and tutors' experiences and perceptions of PBL coaching in the context of Chinese undergraduate medical education. Methods The qualitative methodology of interpretative phenomenological analysis (IPA) was employed. Participants comprised third year medical students (n=20) and PBL tutors (n=5) who have adopted a coaching approach in PBL for a semester. Semi-structured interviews were utilized to obtain a comprehensive understanding of their experiences of PBL coaching. Data analysis followed an iterative four-stage scheme of Biggerstaff and Thompson. Results Six main themes emerged from diverse experiences and interpretations: 1) mindsets of coaching and learning, 2) the development of learning dispositions and capacities, 3) student group collaboration, 4) tutor-student relationships, 5) personal and professional development, and 6) challenges and difficulties in implementation. Conclusions It could be concluded that PBL coaching is a dynamic, facilitative process that makes a particular contribution to the learning process from psychological, emotional, and social perspectives, whilst it demonstrates significant overlaps with PBL tutoring in terms of supporting students' cognitive activities in PBL. Further research is needed to identify the barriers and challenges for medical educators to implement coaching in the PBL process.

Integrating Professional Development across the Curriculum: An Effectiveness Study

ERIC Educational Resources Information Center

Ciarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde

2016-01-01

The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…

Investigation of social cognitive career theory for minority recruitment in school psychology.

PubMed

Bocanegra, Joel O; Gubi, Aaron A; Cappaert, Kevin J

2016-06-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less knowledge and exposure to school psychology than for counseling and clinical psychology, and that students with greater exposure or knowledge of school psychology reported significantly greater choice intentions for school psychology. The purpose of this study is to test the applicability of the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) in explaining minority undergraduate psychology students' choice intentions for school psychology. This study is an analysis of existing data and is based on a national sample of 283 minority undergraduate psychology students. All instruments used in this study were found to have internal consistency ranging from .83 to .91. Students' learning experiences, self-efficacy, outcome expectations, and choice intentions for school psychology were evaluated by way of a mediator analysis. Results from a path analysis suggest that outcome expectations mediated the relationship between exposure and choice intentions for school psychology. Implications for minority recruitment practices are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (2nd, Farmingdale, New York, March 24-25, 1988).

ERIC Educational Resources Information Center

Levine, Judith R., Ed.; Feist, Stanley C., Ed.

The papers presented in this conference proceedings describe specific strategies and techniques that can be used to enhance and improve undergraduate psychology instruction. The following papers are included: (1) "Playing the Dating Game: An Experimental and Empirical Exercise on Sex-Roles," by Ann L. Saltzman; (2) "Small Group Research Experience…

An evaluation of an educational intervention in psychology of injury for athletic training students.

PubMed

Stiller-Ostrowski, Jennifer L; Gould, Daniel R; Covassin, Tracey

2009-01-01

"Psychosocial Intervention and Referral" is 1 of the 12 content areas in athletic training education programs, but knowledge gained and skill usage after an educational intervention in this area have never been evaluated. To evaluate the effectiveness of an educational intervention in increasing psychology-of-injury knowledge and skill usage in athletic training students (ATSs). Observational study. An accredited athletic training education program at a large Midwestern university. Participants included 26 ATSs divided into 2 groups: intervention group (4 men, 7 women; age = 21.4 +/- 0.67 years, grade point average = 3.37) and control group (7 men, 8 women; age = 21.5 +/- 3.8 years, grade point average = 3.27). All participants completed the Applied Sport Psychology for Athletic Trainers educational intervention. Psychology-of-injury knowledge tests and skill usage surveys were administered to all participants at the following intervals: baseline, intervention week 3, and intervention week 6. Retention tests were administered to intervention-group participants at 7 and 14 weeks after intervention. Analysis techniques included mixed-model analysis of variance (ANOVA) and repeated-measures ANOVA. The Applied Sport Psychology for Athletic Trainers educational intervention effectively increased psychology-of-injury knowledge (29-point increase from baseline to intervention week 6; F(2,23) = 29.358, P < .001, eta(p) (2) = 0.719) and skill usage (50-point increase from baseline to intervention week 6; F(2,23) = 5.999, P = .008, eta(p) (2) = 0.343) in undergraduate ATSs. These increases were maintained at the 7-week and 14-week retention testing (P < .001 for both). This first attempt at evaluating an educational intervention designed to improve ATSs' knowledge and skill usage revealed that the intervention was effective. Although both knowledge and skill usage scores decreased by the end of the retention period, the scores were still higher than baseline scores, indicating that the intervention was effective.

Animal Use in Undergraduate Psychology Programs.

ERIC Educational Resources Information Center

Hull, Debra B.

1996-01-01

Discovers little change concerning the use of animals in undergraduate psychology programs that do not offer a graduate degree. Few institutions have had any contact with animal rights activists and most chairpersons report that students generally favor the use of animals. Lists alternatives to animal use. (MJP)

Preparation and participation of undergraduate students to inform culturally sensitive research.

PubMed

Wells, Jo Nell; Cagle, Carolyn Spence

2009-07-01

Most student work as research assistants occurs at the graduate level of nursing education, and little is known about the role of undergraduate students as research assistants (RAs) in major research projects. Based on our desire to study Mexican American (MA) cancer caregivers, we needed bilingual and bicultural RAs to serve as data collectors with women who spoke Spanish and possessed cultural beliefs that influenced their caregiving. Following successful recruitment, orientation, and mentoring based on Bandura's social learning theory [Bandura, A., 2001. Social learning theory: an agentic perspective. Annual Review of Psychology 52, 1-26] and accepted teaching-learning principles, RAs engaged in various behaviors that facilitated study outcomes. Faculty researchers, RAs, and study participants benefitted greatly from the undergraduate student involvement in this project. This article describes successful student inclusion approaches, ongoing faculty-RA interactions, and lessons learned from the research team experience. Guidelines discussed support the potential for making the undergraduate RA role a useful and unique learning experience.

The relationship between financial strain, perceived stress, psychological symptoms, and academic and social integration in undergraduate students.

PubMed

Adams, Danielle R; Meyers, Steven A; Beidas, Rinad S

2016-07-01

Financial strain may directly or indirectly (i.e., through perceived stress) impact students' psychological symptoms and academic and social integration, yet few studies have tested these relationships. The authors explored the mediating effect of perceived stress on the relationship between financial strain and 2 important outcomes: psychological symptomology and academic and social integration. Participants were 157 undergraduate students. Data were collected from December 2013 to March 2014. Cross-sectional data collection conducted using online survey software. It was found that perceived stress mediated the relationship between financial strain and (a) psychological symptomology and (b) academic and social integration. Both models included first-generation status as a covariate. Results suggest that perceived stress is an important intervention target for reducing psychological symptoms and improving academic and social integration for undergraduate students. Implications for university health centers and mental health professionals include incorporating a public health model to minimize stress risk.

Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (10th, Ellenville, New York, March 20-22, 1996).

ERIC Educational Resources Information Center

Levine, Judith, Ed.; Indenbaum, Gene, Ed.

The 18 papers in this proceedings describe strategies and practices used in undergraduate psychology courses at two- and four-year colleges. The following presentations are included: "The Costs and Benefits of Critical Thinking," (Randall E. Osborne, Judy Laws, Ken Weadick, and Vicki Mantooth); "What's a Developmentalist To Do?" (Judith Luis);…

Are psychology university student gamblers representative of non-university students and general gamblers? A comparative analysis.

PubMed

Gainsbury, Sally M; Russell, Alex; Blaszczynski, Alex

2014-03-01

Students recruited from psychology undergraduate university populations are commonly used in psychology research, including gambling studies. However, the extent to which the use of this subpopulation produces findings that can be extrapolated to other groups is questionable. The present study was designed to compare results from university-recruited psychology student gamblers to those obtained from a sample of gamblers recruited from the general population that also included students. An online survey measuring gambling behavior and Internet gambling, attitudes and knowledge about gambling and problem gambling severity was posted on websites accessed by gamblers. Participants were recruited from two sources, a psychology undergraduate university population (n = 461) and online websites (n = 4,801). Results showed university-recruited students differed significantly from both adults and students recruited from the general population in respect to demographic variables and gambling behavior. Psychology undergraduate students were younger, more likely to be female, and had lower incomes. When relevant demographic variables were controlled, psychology undergraduate students were found to gamble less frequently, at different times, and to be at lower-risk for gambling-related problems, but had more irrational beliefs and more negative attitudes towards gambling than gamblers recruited from the general population. Results suggest that caution should be used in extrapolating findings from research using university-recruited psychology student gamblers to wide community populations due to differences related to gambling thoughts, attitudes and behaviors.

Evaluating the Effectiveness of an Undergraduate Multicultural Course

ERIC Educational Resources Information Center

Chappell, Charisse

2014-01-01

The American Psychological Association (APA) recently revised their "Guidelines for the undergraduate psychology major" in 2013. In this updated version diversity is included in the broad goal of ethical and social responsibility in a diverse world. Indicators associated with this goal include student awareness of prejudice within…

Faculty Views on the Appropriateness of Teaching Undergraduate Psychology Courses Online

ERIC Educational Resources Information Center

Mandernach, B. Jean; Mason, Teresa; Forrest, Krista D.; Hackathorn, Jana

2012-01-01

This study examines faculty views concerning the appropriateness of teaching specific undergraduate psychology courses in an online format. Faculty express concern about teaching methodology and counseling/clinical content courses online, but endorse teaching introductory and nonclinical content courses in either format; faculty report diverse…

Barriers to and Facilitators of Health for Latina Undergraduate Students

ERIC Educational Resources Information Center

Mount, Jill

2015-01-01

Latina undergraduate students' barriers and facilitators of health are examined: Barriers to psychological health--separating from family, pressure to succeed, and racism; Barriers to physical health--lacking health insurance, and discomfort using campus sports facilities; and Facilitators of psychological health--membership in Latina student…

Perceptions & Experiences in Higher Education: A National Study of Multiracial Asian American and Latino/a Students in Psychology

PubMed Central

Smith, Tara D.; Maton, Kenneth I.

2014-01-01

Demographic trends suggest increasing numbers of multiple racial heritage students attending US campuses and universities, a change reflected within psychology. However, there is little empirical investigation into the educational experiences and needs of multiracials. The current study (the second in a series of studies to utilize data from a national survey of psychology graduate and undergraduate students) compared two multiracial groups, Asian American/European American and Latino/a/European Americans, to their single heritage counterparts on several variables of interest – academic supports and barriers; linkage between barriers faced and ethnicity; and perceived cultural diversity. Results indicated that multiracial groups reported more of a link between academic barriers experienced and their ethnicity than European American students, but less of a link than their monoracial minority peers. No differences between groups were found related to academic supports, academic barriers, and perceived cultural diversity. Study limitations, future research and implications are discussed. PMID:25111546

Perceptions and experiences in higher education: a national study of multiracial Asian American and Latino/a students in psychology.

PubMed

Smith, Tara D; Maton, Kenneth I

2015-01-01

Demographic trends suggest increasing numbers of multiple racial heritage students attending U.S. campuses and universities, a change reflected within psychology. However, there is little empirical investigation into the educational experiences and needs of multiracials. The current study (the second in a series of studies to use data from a national survey of psychology graduate and undergraduate students) compared 2 multiracial groups, Asian American/European American and Latino/a/European Americans, with their single-heritage counterparts on several variables of interest-academic supports and barriers, linkage between barriers faced and ethnicity, and perceived cultural diversity. Results indicated that multiracial groups reported more of a link between academic barriers experienced and their ethnicity than European American students, but less of a link than their monoracial minority peers. No differences between groups were found related to academic supports, academic barriers, and perceived cultural diversity. Study limitations, future research, and implications are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Evaluation of Sport Mental Toughness and Psychological Wellbeing in Undergraduate Student Athletes

ERIC Educational Resources Information Center

Micoogullari, Bulent Okan; Odek, Ugur; Beyaz, Ozkan

2017-01-01

This study aims to evaluate the relationships between sport mental toughness (SMT) and psychological wellbeing (PWB) of undergraduate student athletes. Mental toughness represents the ability of a person to cope with the demands of training and competition, increased determination, focus, confidence, and maintain control under pressure. Mental…

Explanation of Social Relation Based on University's Psycho-Social Climate, Psychological Wellbeing Components, and Emotional Intelligence

ERIC Educational Resources Information Center

Oke, Kayode

2015-01-01

This study was conducted to explain social relation based on psycho-social climate, psychological wellbeing components, and emotional intelligence among undergraduates of Olabisi Onabanjo University, Ogun State, Nigeria. The statistical population consisted of all undergraduates of Olabisi Onabanjo University. Participants were randomly selected…

Psychology as Field Experience: Impact on Attitudes Toward Social Interventions.

ERIC Educational Resources Information Center

Snellman, Lynn A.; And Others

An innovation in the teaching of undergraduate psychology courses is the implementation of a field experience that gives students the opportunity to apply newly learned skills and knowledge in a community setting. Changes in undergraduates' attitudes toward various delinquency interventions were examined as a result of participation in a…

Development of a Teaching Methodology for Undergraduate Human Development in Psychology

ERIC Educational Resources Information Center

Rodriguez, Maria A.; Espinoza, José M.

2015-01-01

The development of a teaching methodology for the undergraduate Psychology course Human Development II in a private university in Lima, Peru is described. The theoretical framework consisted of an integration of Citizen Science and Service Learning, with the application of Information and Communications Technology (ICT), specifically Wikipedia and…

Teaching Ethnic Psychology to Undergraduates: Course Development, Delivery, and Evaluation.

ERIC Educational Resources Information Center

Romero, Dan; And Others

This paper discusses the development, delivery, and evaluation of university undergraduate courses in ethnic psychology, which is defined as research and literature about four major racial/ethnic minority groups, Asian American/Pacific Islanders, Black Americans, Hispanic Americans, and Native Americans. Following a brief history of the role of…

Teaching Cognitive-Behavioral Therapy to Undergraduate Psychology Students

ERIC Educational Resources Information Center

Ryan, Tracey Ellen; Blau, Shawn; Grozeva, Dima

2011-01-01

This article describes an experimental undergraduate psychology course that ran for two semesters during the 2009 academic year at a private, urban university in the United States. Students learned the techniques and strategies of cognitive behavioral therapy (CBT) and rational emotive behavior therapy (REBT) with a focus on the practical elements…

Conception of Learning and Motivation of Spanish Psychology Undergraduates in Different Academic Levels

ERIC Educational Resources Information Center

Rabanaque, Samuel; Martinez-Fernandez, J. Reinaldo

2009-01-01

Three conceptions of learning (rote, interpretative and constructive), and two aspects of motivation (level and value of motivation) were identified in 258 Spanish psychology undergraduates classified in three different academic levels (initial, intermediate and final course). Results about conceptions of learning showed final-course students are…

Pursuing an Ethical, Socially Just Classroom: Searching for Community Psychology Pedagogy.

PubMed

Lichty, Lauren F; Palamaro-Munsell, Eylin

2017-12-01

Discussions of community psychology (CP) ethics often examine how we might best uphold CP values in community-based practice. However, for many community psychologists in faculty positions, our main domain of practice is the undergraduate classroom. Teaching is essential to the growth and sustainability of our field as prospective students tend to discover CP during their undergraduate studies. University-based work is also a key site of CP practice. Universities are contested spaces where interlocking forms of oppression manifest in many ways, including teaching (e.g., what is taught, how, by whom, to whom). CP values compel us to treat our classrooms as more than just information transmission spaces; just as there is no value-neutral research, there is no value-neutral course content or classroom practice. This first-person narrative explores ethical issues that arise when we put CP values, specifically social justice, respect for diversity, participation, and wellness, in conversation with pedagogical best practices and course content in higher education. It presents interrelated ethical dilemmas and the authors' conflicted responses. We conclude with a four-part call to the field for dedicated scholarly spaces and supports focused on the development and study of undergraduate CP pedagogy. © Society for Community Research and Action 2017.

Students' perceptions of the use of eportfolios in nursing and midwifery education.

PubMed

Birks, Melanie; Hartin, Peter; Woods, Cindy; Emmanuel, Elizabeth; Hitchins, Marnie

2016-05-01

ePortfolios have been introduced into many higher education degrees in the past decade in an effort to help students to link theory, practice and personal experiences. This pilot study used a survey to examine ePortfolio use from the perspective of undergraduate nursing and postgraduate midwifery students. Fifty-seven students from a regional Australian university completed an online questionnaire which contained questions about the following areas of ePortfolio use: understanding of the tool; psychological perceptions; challenges around use; assessment; outcomes of use; benefits; maintenance of the ePortfolio; and enhanced learning. The majority of respondents were female, undergraduate students, aged 21-30 years. Results indicated that many students found ePortfolio use frustrating; in particular, technological and logistical challenges in using ePortfolios were highlighted. Most students, however, noted ePortfolios could be useful repositories for documents, reflections and learning experiences. Undergraduate students were more likely than postgraduate students to see the positive potential of ePortfolio use. The findings, coupled with the literature, raise questions about the effectiveness of ePortfolio use in nursing and midwifery education and, particularly, whether ePortfolios have been implemented with misguided and misinformed good intention. Further research is required to better understand the logistical and technological aspects of successful implementation of ePortfolios and fully capitalise on their benefits for nursing and midwifery education. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Relationship between Students' Preferred Approaches to Learning and Behaviors during Learning: An Examination of the Process Stage of the 3P Model

ERIC Educational Resources Information Center

Clinton, Virginia

2014-01-01

Student approaches to learning have been a popular area of research in educational psychology. One useful framework for understanding student approaches to learning is through Biggs' presage-process-product model. The purpose of this study is to examine the process stage of the 3P model. Undergraduate students (N = 67) thought aloud while…

Investigating introductory astronomy students' perceived impacts from participation in course-based undergraduate research experiences

NASA Astrophysics Data System (ADS)

Wooten, Michelle M.; Coble, Kim; Puckett, Andrew W.; Rector, Travis

2018-06-01

[This paper is part of the Focused Collection on Astronomy Education Research.] This study investigates students' perceived impacts regarding their participation in course-based undergraduate research experiences (CUREs) in astronomy. Each research experience adopted one or more projects from the Research Based Science Education for Undergraduates (RBSEU) curriculum, which teaches analysis of astronomical data coming from various national observatories. Participating students were enrolled in introductory astronomy courses at one of four universities using the curriculum. They were invited to respond to several instruments, including surveys (N =199 ), essays (N =94 ), and interviews (N =19 ). Each university implemented the curriculum differently with respect to content covered, length of instruction, and whether students' research results were contributed to the astronomical community. We found that participation in all versions of the curriculum had the potential to significantly increase students' perceived confidence participating in science. However, participation in experiences wherein results were contributed to the scientific community more often led to students' nuanced perceptions of science processes, including increased understanding of the role of analysis and the utility of scientific communities and collaborations. We frame our study according to a pathway model under study by discipline-based education researchers of CUREs and explore our findings' connections with psychological theories.

Metacognitive awareness of learning strategies in undergraduates.

PubMed

McCabe, Jennifer

2011-04-01

Two studies examined undergraduates' metacognitive awareness of six empirically-supported learning strategies. Study 1 results overall suggested an inability to predict the learning outcomes of educational scenarios describing the strategies of dual-coding, static-media presentations, low-interest extraneous details, testing, and spacing; there was, however, weak endorsement of the strategy of generating one's own study materials. In addition, an independent measure of metacognitive self-regulation was correlated with scenario performance. Study 2 demonstrated higher prediction accuracy for students who had received targeted instruction on applied memory topics in their psychology courses, and the best performance for those students directly exposed to the original empirical studies from which the scenarios were derived. In sum, this research suggests that undergraduates are largely unaware of several specific strategies that could benefit memory for course information; further, training in applied learning and memory topics has the potential to improve metacognitive judgments in these domains.

Integrating psychology and obstetrics for medical students: shared labour ward teaching.

PubMed

Chalmers, B E; McIntyre, J A

1993-01-01

Two studies relating to the inclusion of psycho-social issues in the training of obstetricians are reported here. The first reports on the extent to which currently practising obstetricians have received training in these aspects. The second explored the value of an innovative teaching approach combining psychological and obstetric training for medical students in the labour ward. A postal survey with responses from 220 obstetricians and paediatricians revealed that little information on psychological aspects of obstetric practice had been included in their undergraduate or postgraduate training or obtained from voluntary continuing education programmes. Experience was the primary source of training in these subjects. The second study explored the impact of joint psychological and obstetric teaching ward rounds for medical students. Students attending these integrated sessions reported being better prepared for the psycho-social aspects of obstetrics and showed a greater awareness of cross-cultural differences in needs of women during birth.

Modeling Community Engagement in an Undergraduate Course in Psychology at an HBCU

ERIC Educational Resources Information Center

Henderson, Dawn X.

2017-01-01

This article describes an undergraduate course in community psychology at an Historically Black University. The course integrated community engagement using a local neighborhood revitalization project as a platform for students to volunteer, prepare a historical analysis, and sense of community project. The course aims to fulfill a requirement…

Multiple Health Behaviors and Psychological Well-Being of Chinese Female Undergraduate Students

ERIC Educational Resources Information Center

Bian, Hui; Wu, Jingjin; Li, Yan; Largo-Wight, Erin

2012-01-01

This study examined Chinese female college students' multiple health behaviors, their quality of life, and mental and psychological well-being and compared that with American counterparts. A convenience sample of 293 female undergraduates participated in the study during spring 2010, in Eastern China. A traditional self-report paper-pencil…

Psychological Capital and Performance among Undergraduate Students: The Role of Meaning-Focused Coping and Satisfaction

ERIC Educational Resources Information Center

Ortega-Maldonado, Alberto; Salanova, Marisa

2018-01-01

This study explores the predictive relationships between psychological capital (PsyCap), meaning-focused coping, satisfaction and performance among undergraduate students. Six hundred and eighty two (n = 682) college students from 29 different academic programmes completed an academic well-being survey, which included measures of PsyCap, coping…

A Collaborative Project to Integrate Information Literacy Skills into an Undergraduate Psychology Course

ERIC Educational Resources Information Center

Birkett, Melissa; Hughes, Amy

2013-01-01

A collaborative project between an academic librarian and faculty member was implemented in an undergraduate psychology course with the goal of integrating specific information literacy learning outcomes relating to students' use of resources. As part of a semester-long, cumulative project, students' annotated bibliography assignments (N = 67),…

"¿Pertenezco a Esta Universidad?" The Mediating Role of Belonging for Collective Self-Esteem and Mattering for Latin@ Undergraduates

ERIC Educational Resources Information Center

Dueñas, Mary; Gloria, Alberta M.

2017-01-01

We examined differences in and relationship of psychological (collective self-esteem), social (cohesion and university belonging), and cultural (cultural congruity) dimensions of university mattering for 141 Latin@ undergraduates. Collectively the dimensions accounted for 50% of the variance, with the psychological dimension having the largest…

Journal of Undergraduate Psychological Research, Vol. 1, No. 1.

ERIC Educational Resources Information Center

Ladd, Sandra L., Ed.; Hughmanick, Michael, Ed.

1974-01-01

Articles resulting from studies conducted by college undergraduates in all areas of experimental psychology are provided, together with abstracts of other papers authored by students in the field of study. The articles are: The Influence of SET on Solving Hidden-Word Problems by Lana I. Boutacoff; Violation of Personal Space in Deviant Adolescents…

Assessing Student Interest and Familiarity with Professional Psychology Specialty Areas

ERIC Educational Resources Information Center

Stark-Wroblewski, Kimberly; Wiggins, Tina L.; Ryan, Joseph J.

2006-01-01

The present study examined undergraduate psychology students' (N = 83) self-reported interest in and familiarity with five specialty areas in professional psychology: counseling psychology, clinical psychology, school psychology, forensic psychology, and criminal profiling. Results suggest that although students are quite interested in careers…

The Relationship Between Financial Strain, Perceived Stress, Psychological Symptoms, and Academic and Social Integration in Undergraduate Students

PubMed Central

Adams, Danielle R.; Meyers, Steven A.; Beidas, Rinad S.

2016-01-01

Objective Financial strain may directly or indirectly (i.e., through perceived stress) impact students’ psychological symptoms and academic and social integration, yet few studies have tested these relationships. We explored the mediating effect of perceived stress on the relationship between financial strain and two important outcomes: psychological symptomology and academic and social integration. Participants Participants were 157 undergraduate students. Data were collected from December 2013 to March 2014. Methods Cross-sectional data collection conducted using online survey software. Results We found that perceived stress mediated the relationship between financial strain and (a) psychological symptomology and (b) academic and social integration. Both models included first-generation status as a covariate. Conclusions Results suggest that perceived stress is an important intervention target for reducing psychological symptoms and improving academic and social integration for undergraduate students. Implications for university health centers and mental health professionals include incorporating a public health model to minimize stress risk. PMID:26943354

Developing an evidence base for interdisciplinary learning: a systematic review.

PubMed

Cooper, H; Carlisle, C; Gibbs, T; Watkins, C

2001-07-01

The overall aim of the study was to explore the feasibility of introducing interdisciplinary education within undergraduate health professional programmes. This paper reports on the first stage of the study in which a systematic review was conducted to summarize the evidence for interdisciplinary education of undergraduate health professional students. Systematic reviews integrate valid information providing a basis for rational decision making about health care which should be based on empirical and not anecdotal evidence. The accepted principles for systematic reviews were adapted in order to allow integration of the literature to produce recommendations for educational practice and guidelines for future research. The literature on interdisciplinary education was found to be diverse, including relatively small amounts of research data and much larger amounts of evaluation literature. Methodological rating schemes were used to test for confounding influences in the research studies. The number of studies found was 141 but only 30 (21%) were included in the analysis because of lack of methodological rigour in the research and poorly developed outcome measures. Student health professionals were found to benefit from interdisciplinary education with outcome effects primarily relating to changes in knowledge, skills, attitudes and beliefs. Effects upon professional practice were not discernible and educational and psychological theories were rarely used to guide the development of the educational interventions.

Psychological distress among students from five universities in Sri Lanka.

PubMed

Kuruppuarachchi, K A L A; Kuruppuarachchi, K A J M; Wijerathne, S; Williams, S S

2002-03-01

To determine the proportion of university students that are psychologically distressed when compared to an age and sex matched population sample and to describe the factors that may contribute to their distress. A cross-sectional comparison study. The general health questionnaire (GHQ 30), previously validated in Sinhala, was administered as a screening test to random samples of undergraduates in 5 universities. Age and sex matched controls from the respective communities were also administered the screening test. The undergraduates also filled in a pre-tested questionnaire with personal details. Chi-square tests were used to determine statistical significance between groups. Among the undergraduates, 104 (39.8%) had scores for psychological distress whereas only 67 (25.7%) from the community sample had scores for similar distress. This difference was significant (p = 0.0007). A significantly greater proportion (p = 0.009) of those entering from rural schools were psychologically distressed than those from suburban and urban schools, and a greater proportion living in rented rooms and hostels were (p = 0.001) distressed than those travelling from their homes. The psychological distress among undergraduates was significantly greater than among the general population. More students who enter from rural schools seem to be distressed than those who enter from suburban and urban schools.

Predicting Academic Success and Psychological Wellness in a Sample of Canadian Undergraduate Students

ERIC Educational Resources Information Center

Chow, Henry P. H.

2010-01-01

Introduction: University students need to cope with a complex new life role and to achieve academic success. This article explores the academic performance and psychological well-being among university students in a western Canadian city. Method: Using a convenience sample, a total of 501 undergraduate students in Regina, Saskatchewan took part in…

Relationship of Psychological Well-Being with Perceived Stress, Coping Styles, and Social Support amongst University Undergraduates.

ERIC Educational Resources Information Center

Arulrajah, Annette Ananthi; Harun, Lily Mastura Haji

The aim of this study was to: (a) explore the levels of four factors (psychological well-being, perceived stress, coping styles, and social support) among undergraduates; (b) acquire an accurate description of the demographic variables; (c) explore the relationships among the four factors after controlling for the possible intervening demographic…

How (and Whether) to Teach Undergraduates about the Replication Crisis in Psychological Science

ERIC Educational Resources Information Center

Chopik, William J.; Bremner, Ryan H.; Defever, Andrew M.; Keller, Victor N.

2018-01-01

Over the past 10 years, crises surrounding replication, fraud, and best practices in research methods have dominated discussions in the field of psychology. However, no research exists examining how to communicate these issues to undergraduates and what effect this has on their attitudes toward the field. We developed and validated a 1-hr lecture…

The Relevance of Sport and Exercise Psychology in Undergraduate Course Curriculum

ERIC Educational Resources Information Center

Stanley, Christopher T.; Robbins, Jamie E.

2015-01-01

Given the growth of Sport and Exercise Psychology (SEP) in recent decades, and the interdisciplinary nature of research and practice in the field, it may be particularly relevant in undergraduate courses and textbooks. However, no studies to date have examined the relative presence of the field. Accordingly, a primary aim of the study described in…

Organizing an Undergraduate Psychology Conference: The Successes and Challenges of Employing a Student-Led Approach

ERIC Educational Resources Information Center

Pedersen, Cory L.; Lymburner, Jocelyn; Ali, Jordan I.; Coburn, Patricia I.

2013-01-01

Connecting Minds (CM) is a North American undergraduate research conference in psychology, hosted annually by Kwantlen Polytechnic University in British Columbia, Canada. However, CM is a conference with a twist: it is both student-focused and student-led. The organizing committee is comprised of both faculty and students working collaboratively.…

Undergraduate Psychological Writing: A Best Practices Guide and National Survey

ERIC Educational Resources Information Center

Ishak, Shaziela; Salter, Nicholas P.

2017-01-01

There is no comprehensive guide for teaching psychological writing, and little is known about how often instructors teach the topic. We present a best practices guide for teaching psychological writing beyond just American Psychological Association style, discuss psychology-specific writing assignments, and examine psychological writing…

A Vision for the Future of Community Psychology Education and Training.

PubMed

Jimenez, Tiffeny R; Sánchez, Bernadette; McMahon, Susan D; Viola, Judah

2016-12-01

As we reflect on the founding vision of the field of community psychology in the United States, we assess our progress toward achieving, building upon, and refining this vision. We review early literature regarding the US vision of the field, provide a historical overview of education and training within the field, and provide recommendations to guide and strengthen our approach to education. Our recommendations include the following: 1) serve as a resource to communities, 2) promote a sense of community within our field, 3) diversify students, faculty, and leadership, 4) evaluate our efforts, 5) be current and relevant, 6) enhance the visibility and growth of our field, and 7) create globally minded and innovative CPists. We provide strategies for programs, faculty, linkages between researchers and practitioners, and the Society for Community Research and Action. We conclude that community psychology education and training continues to reflect the early vision; however, we believe we must make more intentional efforts to align with the mission and values of the field, and to engage in a critical analysis of our pedagogy. Enhancing and growing undergraduate and graduate education can facilitate the achievement of our goals to promote social justice, prevent and address social problems, and build community connections to become more effective, impactful, and global social change agents. © Society for Community Research and Action 2016.

Seeking psychological help: a comparison of individual and group treatment.

PubMed

Shechtman, Zipora; Vogel, David; Maman, Neta

2010-01-01

The study examined public and self-stigma and their association with attitudes and intentions to seek psychological help in regard to both individual and group treatment as well as to various subgroups, including gender, ethnicity, educational orientation, level of religion, and age. Undergraduate students (N=307) in three universities in Israel participated in the study. Results partly confirmed the model for both individual and group therapy: Self-stigma was related to attitudes and intentions to seek help. However, public stigma was not related to self-stigma. Importantly, some differences were also found among the various subgroups, and the model, which takes into account the different subgroups, looks somewhat different for individual and group therapy.

A Path Analysis Model Pertinent to Undergraduates' Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors

ERIC Educational Resources Information Center

Kirikkanat, Berke; Soyer, Makbule Kali

2018-01-01

The major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable--academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior…

Computer Aided Statistics Instruction Protocol (CASIP) Restructuring Undergraduate Statistics in Psychology: An Integration of Computers into Instruction and Evaluation.

ERIC Educational Resources Information Center

Rah, Ki-Young; Scuello, Michael

As a result of the development of two computer statistics laboratories in the psychology department at New York's Brooklyn College, a project was undertaken to develop and implement computer program modules in undergraduate and graduate statistics courses. Rather than use the technology to merely make course presentations more exciting, the…

Investigating the Pedagogical Approaches Related to Changes in Attitudes toward Statistics in a Quantitative Methods Course for Psychology Undergraduate Students

ERIC Educational Resources Information Center

Liau, Albert K.; Kiat, John E.; Nie, Youyan

2015-01-01

The purpose of this study was to examine the extent to which the pedagogical approaches used in the course were related to improvements in students' attitudes toward statistics in a Quantitative Methods course for psychology undergraduate students in a Malaysian University. The study examined whether increasing availability of the instructor and…

Human factors and education: evolution and contributions.

PubMed

Stone, Nancy J

2008-06-01

The major contributions of human factors to education are highlighted. Over the past 50 years, the education of human factors specialists has evolved, as well as the application of human factors and ergonomic knowledge to education. Human factors and ergonomics professional documentation and literature were reviewed to identify major events relevant to human factors education or the application of human factors to education. Human factors education has evolved from training in experimental psychology to highly specialized accredited human factors programs and a number of undergraduate programs, leading to program accreditation and the certification of professionals. In addition, human factors specialists have applied their knowledge to human factors education and, more recently, to educational systems in general. The greatest focus has been on technology such as multimedia. Others have evaluated the design of the physical environment, focusing primarily on seating. The research also often targets undergraduate or graduate education. Therefore, it has been proposed that a greater focus is needed at the K-12 educational level, especially given the advancement and implementation of technology in the classroom. Human factors and ergonomic expertise can benefit the educational system. Yet, there is a need to constantly evaluate the benefits of new technology in the classroom as well as the environmental design aspects of the educational environment while considering learners of different age groups, ethnicities, and sexes. Better application of human factors and ergonomics to the learning environment could enhance the educational experience for all learners.

A psychological model that integrates ethics in engineering education.

PubMed

Magun-Jackson, Susan

2004-04-01

Ethics has become an increasingly important issue within engineering as the profession has become progressively more complex. The need to integrate ethics into an engineering curriculum is well documented, as education does not often sufficiently prepare engineers for the ethical conflicts they experience. Recent research indicates that there is great diversity in the way institutions approach the problem of teaching ethics to undergraduate engineering students; some schools require students to take general ethics courses from philosophical or religious perspectives, while others integrate ethics in existing engineering courses. The purpose of this paper is to propose a method to implement the integration of ethics in engineering education that is pedagogically based on Kohlberg's stage theory of moral development.

Is a Little Knowledge a Good Thing? College Students Gain Knowledge, but Knowledge Increase Does Not Equal Attitude Change regarding Same-Sex Sexual Orientation and Gender Reassignment Surgery in Sexuality Courses

ERIC Educational Resources Information Center

Noland, Ramona M.; Bass, Martha A.; Keathley, Rosanne S.; Miller, Rowland

2009-01-01

The gains in knowledge and changes of attitudes of students in undergraduate sexuality courses in two different academic disciplines were compared to those of their peers without college sexuality education in a variety of other psychology courses. All students had similar scores on tests of sexual anatomy, behavior, and health at the start of the…

Relationships Between Self-Efficacy, Self-Esteem and Procrastination in Undergraduate Psychology Students

PubMed Central

Hajloo, Nader

2014-01-01

Objective: The present study aimed to review the relationships between procrastination and two self-factors self-efficacy and self-esteem. Methods: Participants were 140 undergraduates Psychology students enrolled in Mohagheg Ardabili University, Ardabil, Iran. Instruments used for collecting the required data were the student-version of the General Procrastination Scale (GP-S), General Self-Efficacy Scale (GSE) and Rosenberg’s Self-Esteem Scale (SES). Results: Using causal modeling, two models were compared; a model with self-esteem as a mediator versus a model with procrastination as a mediator. The self-esteem mediator model accounted for 21% of the variance in procrastination. The significance of the mediation effect was found by bootstrapping method. Conclusion: The relationship of procrastination with self-esteem and self-efficacy was revealed among undergraduate psychology students. PMID:25780374

Relationships between self-efficacy, self-esteem and procrastination in undergraduate psychology students.

PubMed

Hajloo, Nader

2014-01-01

The present study aimed to review the relationships between procrastination and two self-factors self-efficacy and self-esteem. Participants were 140 undergraduates Psychology students enrolled in Mohagheg Ardabili University, Ardabil, Iran. Instruments used for collecting the required data were the student-version of the General Procrastination Scale (GP-S), General Self-Efficacy Scale (GSE) and Rosenberg's Self-Esteem Scale (SES). Using causal modeling, two models were compared; a model with self-esteem as a mediator versus a model with procrastination as a mediator. The self-esteem mediator model accounted for 21% of the variance in procrastination. The significance of the mediation effect was found by bootstrapping method. The relationship of procrastination with self-esteem and self-efficacy was revealed among undergraduate psychology students.

Prevalence of Psychiatric Morbidity Among Undergraduate Students of a Dental College in West Bengal.

PubMed

Makhal, Manabendra; Ray, Pradip Kumar; Ray Bhattacharya, Sampa; Ghosh, Subhankar; Majumder, Uttam; DE, Shantanu; Bandyopadhyay, Gautam Kumar; Bera, Nirmal Kumar

2015-07-01

Stresses of medical course affects the academic performance as well as physical and psychological health of the students negatively. In the present day scenario every one of us has vulnerability to have psychiatric morbidity. Like other young adults, undergraduate dental students are similarly vulnerable to turmoil due to academic and social stresses, which often hamper the educational achievement. Early detection and treatment of psychological morbidities shorten the suffering leading to less social impairment in long term. The aim of this study was to assess the psychiatric morbidity of dental students and the factors affecting their mental health. This cross sectional, descriptive and correlation study was conducted in North Bengal Dental College, a rural dental college of West Bengal, India. The study sample consisted of a total of 89 dental students. The student enrollment was done by "simple random sampling method". The semi-structured proforma and the General Health Questionnaire (GHQ)-28 were used to collect data and to assess the psychiatric morbidity. Pearson's correlation followed by multivariate linear regression analysis was done to assess the effect of academic achievement, positive and negative event on the GHQ total score. The overall mean GHQ total score in the study population was 5.33, with a SD of 4.85 which was above the cutoff (>4) score. Karl Pearson correlation co-efficient r-values for GHQ total score with 'academic achievement' and 'negative events' score were 0.718 and 0.628 respectively and p-values were 0.001 and 0.001. The poor academic performance and negative events had strong impact on psychological morbidity of dental students. The findings of our study can't be generalized for all undergraduate dental student due to small sample size and non inclusion of many other variables.

Integration of Research Into Grade Nine-Graduate Level Curricula

NASA Astrophysics Data System (ADS)

Bonner, J.; Callicott, K.; Page, C.

2004-05-01

Research on the Kolb Learning Cycle, engineering education, and recent cognitive learning research indicates that learning occurs through knowledge application. Moreover, experts in a given discipline will differ from novices with regard to their ability to transfer their knowledge by application to new contexts. We have developed a suite of educational opportunities to bridge the gap between research and the classroom, with activities spanning the educational spectrum from high school through graduate school. One mechanism for transferring of research into undergraduate/graduate curricula is through our National Science Foundation (NSF) funded Combined Research-Curriculum Development (CRCD) project ("Environmental Informatics in Coastal Margins"). This project modifies engineering curricula to provide the nation with the next generation of engineers who can utilize the latest environmental modeling tools. The project revises/creates three undergraduate courses forming the environmental informatics (EI) track of the civil engineering curriculum and two graduate courses integrating GIS and environmental measurements. Curriculum development efforts are guided by an expert team drawn from nearby campuses and both regional and national industry, and includes an expert in assessing the pedagogical value of the curriculum and developing suitable metrics to evaluate student learning experiences. Another NSF-funded project integrating research into an undergraduate educational setting is our Research Experience for Undergraduates (REU) project ("Undergraduate Research in Biodiversity and Ecological Processes in Fluctuating Environments"). Research includes overlapping topics in environmental engineering and life sciences. The summer research experience provides students an opportunity to integrate engineering and life science technologies and to the study of ecological processes associated with biodiversity and environmental quality. Students orally present their project and submit in-depth papers. Over twenty publications/proceedings papers have been generated thus far. A third project involves our collaborations with the ITS Center ("Information Technology in Science Center for Teaching and Learning") on the A&M campus. As an investment in "project team growing", the Center is collaborating with us to collect data on implementation of an engineering science and math enhancement module in Hearne Independent School District. The specific activity involves a CRCD engineering class and an educational psychology undergraduate class. The engineering students give group presentations, where each presentation addresses a scenario that focuses on an environmental topic presented in the class. The students present the technical material to the education students who serve as a non-technical lay audience, emulating a city council, for example. The education students adapt the material for presentation to high school students, working with mentor teachers to enhance content, relevance and hands on experience while learning to apply teaching pedagogy.

Correlation Between Critical Thinking Disposition and Mental Self-Supporting Ability in Nursing Undergraduates: A Cross-Sectional Descriptive Study.

PubMed

Wu, Defang; Luo, Yang; Liao, Xinyu

2017-02-01

There is universal agreement on the essential role of critical thinking in nursing practice. Most studies into this topic have provided descriptive statistical information and insights on related external factors such as educational environment and teaching strategies. However, there has been limited research into the psychological factors that may predict the disposition of students toward critical thinking. This study explored the relationship between the disposition of nursing students toward critical thinking and their mental self-supporting ability to obtain a profile and determine the psychological predictors of critical thinking. A cross-sectional descriptive study was conducted in 2013 using a convenience sample from four nursing schools. Four hundred six Chinese nursing undergraduates completed two questionnaires including (a) the California Critical Thinking Disposition Inventory (Chinese version) and (b) the Mental Self-Supporting Questionnaire for University Students. Pearson's correlation and linear regression analysis were used to investigate the relationship between these two variables and the predicted positive psychological qualities for the critical thinking disposition of participants. Average participant scores for critical thinking disposition and mental self-supporting were 280.91 ± 28.43 and 76.40 ± 8.47, respectively. Positive correlations were observed between these two variables (r = .583, p < .01) and participants' self-decision, self-cognition, self-confidence, and self-responsibility, which suggest that these factors play a significant role in critical thinking disposition (R = .435, p < .01). The participants earned midlevel scores for both disposition toward critical thinking and mental self-supporting abilities.The four factors that had a major influence on critical thinking disposition included self-decision, self-cognition, self-confidence, and self-responsibility. Nursing educators should focus on improving the critical thinking ability of their students in these four aspects.

Belief and disbelief in the existence of genetic risk factors for suicide: cross-cultural comparisons.

PubMed

Voracek, Martin

2007-12-01

There is evidence for widespread disbelief in the genetics of suicide, despite recent research progress in this area and convergent evidence supporting a role for genetic factors. This study analyzed the beliefs held in 8 samples (total N = 1224) of various types (psychology, medical, and various undergraduates, psychology graduates, and the general population) from 6 countries located on 3 continents (Austria, Canada, Malaysia, Romania, United Kingdom, and the USA). Endorsement rates for the existence of genetic risk factors for suicide ranged from 26% and 30% (Austrian psychology undergraduates and general population) to around 50% (psychology undergraduates in the USA and United Kingdom). In the 8 samples, respondents' sex, age, religiosity, political orientation, and other demographic variables were, for the most part, unrelated, but overall knowledge about suicide throughout was related positively to endorsement rates. Consistent with previous research, across a considerable variety of sample types and cultural settings there was no evidence for a clear majority believing in genetic bases for suicide.

Personality Traits and Psychological Health Concerns: The Search for Psychology Student Syndrome

ERIC Educational Resources Information Center

Deo, Michael S.; Lymburner, Jocelyn A.

2011-01-01

The current study explored whether an affliction similar to Medical Student Syndrome occurs in psychology students (i.e., Psychology Student Syndrome) by examining the relationship between self ratings of psychological health and the number of psychopathology courses taken. Undergraduate participants rated their level of concern about suffering…

The effectiveness of ethics education: a quasi-experimental field study.

PubMed

May, Douglas R; Luth, Matthew T

2013-06-01

Ethical conduct is the hallmark of excellence in engineering and scientific research, design, and practice. While undergraduate and graduate programs in these areas routinely emphasize ethical conduct, few receive formal ethics training as part of their curricula. The first purpose of this research study was to assess the relative effectiveness of ethics education in enhancing individuals' general knowledge of the responsible conduct of research practices and their level of moral reasoning. Secondly, we examined the effects of ethics education on the positive psychological outcomes of perspective-taking, moral efficacy, moral courage, and moral meaningfulness. To examine our research hypotheses, we utilized a pretest-posttest quasi-experimental design consisting of three ethics education groups (control, embedded modules, and stand-alone courses). Findings revealed that both embedded and stand alone courses were effective in enhancing participants' perspective-taking, moral efficacy, and moral courage. Moral meaningfulness was marginally enhanced for the embedded module condition. Moral judgment and knowledge of responsible conduct of research practices were not influenced by either ethics education condition. Contrary to expectations, stand alone courses were not superior to embedded modules in influencing the positive psychological outcomes investigated. Implications of these findings for future research and practice are discussed.

Teaching Motivational Interviewing to Undergraduates: Evaluation of Three Approaches

ERIC Educational Resources Information Center

Madson, Michael B.; Schumacher, Julie A.; Noble, Jeremy J.; Bonnell, Melissa A.

2013-01-01

Many undergraduate psychology students assume positions as mental health paraprofessionals during or after college. The present study was a quasi-experimental evaluation of the effectiveness of teaching motivational interviewing (MI), a counseling approach that applies to many paraprofessional occupations. Results from 83 undergraduates indicated…

Psychological distress and lifestyle of students: implications for health promotion.

PubMed

Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mcnamara, Patricia Mannix

2015-03-01

Poor diet, physical inactivity, tobacco smoking and alcohol consumption are major risk factors for chronic disease and premature mortality. These behaviours are of concern among higher education students and may be linked to psychological distress which is problematic particularly for students on programmes with practicum components such as nursing and teaching. Understanding how risk behaviours aggregate and relate to psychological distress and coping among this population is important for health promotion. This research examined, via a comprehensive survey undergraduate nursing/midwifery and teacher education students' (n = 1557) lifestyle behaviour (Lifestyle Behaviour Questionnaire), self-reported psychological distress (General Health Questionnaire) and coping processes (Ways of Coping Questionnaire). The results showed that health- risk behaviours were common, including alcohol consumption (93.2%), unhealthy diet (26.3%), physical inactivity (26%), tobacco smoking (17%), cannabis use (11.6%) and high levels of stress (41.9%). Students tended to cluster into two groups: those with risk behaviours (n = 733) and those with positive health behaviours (n = 379). The group with risk behaviours had high psychological distress and used mostly passive coping strategies such as escape avoidance. The potential impact on student health and academic achievement is of concern and suggests the need for comprehensive health promotion programmes to tackle multiple behaviours. As these students are the nurses and teachers of the future, their risk behaviours, elevated psychological distress and poor coping also raise concerns regarding their roles as future health educators/promoters. Attention to promotion of health and well-being among this population is essential. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Misrepresentations of evolutionary psychology in sex and gender textbooks.

PubMed

Winegard, Benjamin M; Winegard, Bo M; Deaner, Robert O

2014-05-20

Evolutionary psychology has provoked controversy, especially when applied to human sex differences. We hypothesize that this is partly due to misunderstandings of evolutionary psychology that are perpetuated by undergraduate sex and gender textbooks. As an initial test of this hypothesis, we develop a catalog of eight types of errors and document their occurrence in 15 widely used sex and gender textbooks. Consistent with our hypothesis, of the 12 textbooks that discussed evolutionary psychology, all contained at least one error, and the median number of errors was five. The most common types of errors were "Straw Man," "Biological Determinism," and "Species Selection." We conclude by suggesting improvements to undergraduate sex and gender textbooks.

Validity and reliability of bilingual English-Arabic version of Schutte self report emotional intelligence scale in an undergraduate Arab medical student sample.

PubMed

Naeem, Naghma; Muijtjens, Arno

2015-04-01

The psychological construct of emotional intelligence (EI), its theoretical models, measurement instruments and applications have been the subject of several research studies in health professions education. The objective of the current study was to investigate the factorial validity and reliability of a bilingual version of the Schutte Self Report Emotional Intelligence Scale (SSREIS) in an undergraduate Arab medical student population. The study was conducted during April-May 2012. A cross-sectional survey design was employed. A sample (n = 467) was obtained from undergraduate medical students belonging to the male and female medical college of King Saud University, Riyadh, Saudi Arabia. Exploratory and confirmatory factor analysis was performed using SPSS 16.0 and AMOS 4.0 statistical software to determine the factor structure. Reliability was determined using Cronbach's alpha statistics. The results obtained using an undergraduate Arab medical student sample supported a multidimensional; three factor structure of the SSREIS. The three factors are Optimism, Awareness-of-Emotions and Use-of-Emotions. The reliability (Cronbach's alpha) for the three subscales was 0.76, 0.72 and 0.55, respectively. Emotional intelligence is a multifactorial construct (three factors). The bilingual version of the SSREIS is a valid and reliable measure of trait emotional intelligence in an undergraduate Arab medical student population.

American undergraduate students' value development during the Great Recession.

PubMed

Park, Heejung; Twenge, Jean M; Greenfield, Patricia M

2017-02-01

The Great Recession's influence on American undergraduate students' values was examined, testing Greenfield's and Kasser's theories concerning value development during economic downturns. Study 1 utilised aggregate-level data to investigate (a) population-level value changes between the pre-recession (2004-2006: n = 824,603) and recession freshman cohort (2008-2010: n = 662,262) and (b) overall associations of population-level values with national economic climates over long-term periods by correlating unemployment rates and concurrent aggregate-level values across 1966-2015 (n = 10 million). Study 2 examined individual-level longitudinal value development from freshman to senior year, and whether the developmental trajectories differed between those who completed undergraduate education before the Great Recession (freshmen in 2002, n = 12,792) versus those who encountered the Great Recession during undergraduate years (freshmen in 2006, n = 13,358). Results suggest American undergraduate students' increased communitarianism (supporting Greenfield) and materialism (supporting Kasser) during the Great Recession. The recession also appears to have slowed university students' development of positive self-views. Results contribute to the limited literature on the Great Recession's influence on young people's values. They also offer theoretical and practical implications, as values of this privileged group of young adults are important shapers of societal values, decisions, and policies. © 2016 International Union of Psychological Science.

A Blueprint for Expanding the Mentoring Networks of Undergraduate Women in the Earth and Environmental Sciences

NASA Astrophysics Data System (ADS)

Fischer, E. V.; Adams, A. S.; Barnes, R.; Bloodhart, B.; Burt, M. A.; Clinton, S. M.; Godfrey, E. S.; Pollack, I. B.; Hernandez, P. R.

2017-12-01

Women are substantially underrepresented in the earth and environmental sciences, and that underrepresentation begins at the undergraduate level. In fall 2015, an interdisciplinary team including expertise in the broader geosciences as well as gender and quantitative educational psychology began a project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in the geosciences. The program focuses on mentoring 1st and 2nd year female undergraduate students from five universities in Colorado and Wyoming and four universities in North and South Carolina. The mentoring program includes a weekend workshop, access to professional women across geoscience fields, and both in-person and virtual peer networks. We have found that undergraduate women with large mentoring networks, that include faculty mentors, are more likely to identify as scientists and are more committed to pursuing the geosciences. Our presentation will provide an overview of the major components of our effective and scalable program. We will include a discussion of our first published results in the context of larger social science research on how to foster effective mentoring relationships. We will offer a list of successes and challenges, and we will provide the audience with online links to the materials needed to adopt our model (https://geosciencewomen.org/materials/).

Twelve tips for applying change models to curriculum design, development and delivery.

PubMed

McKimm, Judy; Jones, Paul Kneath

2017-10-25

Drawing primarily from business and management literature and the authors' experience, these 12 tips provide guidance to organizations, teams, and individuals involved in curriculum or program development at undergraduate, postgraduate, and continuing education levels. The tips are based around change models and approaches and can help underpin successful curriculum review, development, and delivery, as well as fostering appropriate educational innovation. A range of tools exist to support systematic program development and review, but even relatively simple changes need to take account of many factors, including the complexity of the environment, stakeholder engagement, cultural and psychological aspects, and the importance of followers.

Imitation in Undergraduate Teaching and Learning

ERIC Educational Resources Information Center

Zhou, Jiangyuan; Guo, Wei

2016-01-01

Research in developmental psychology and neuroscience has demonstrated the critical role of imitation in human learning. Self-report questionnaires collected from 456 undergraduate students in two U.S. institutions and one Chinese institution demonstrated that undergraduate students from both U.S. and Chinese cultures used various imitations in…

To treat or not to treat: should psychologists treat tobacco use disorder?

PubMed

Bodie, Linda P

2014-08-01

The author presented this Presidential Address for Divison 18, Psychologists in Public Service, at the 2012 American Psychological Association Convention in Orlando, Florida. The address challenges public service psychologists to reduce the tobacco disease burden through their roles as researchers, leaders, educators, and practitioners and explains why treating tobacco use disorder is important and relevant for psychologists. The address discusses the prevalence and the resulting mortality and morbidity rates of tobacco use disorder, which call for effective evidence-based interventions that can be integrated by psychologists into other ongoing treatments. Treatment of the underserved populations, including those with serious mental illness and/or substance use disorders, presents many barriers. In addition, education and training for tobacco use disorder in undergraduate and graduate clinical psychology programs present further barriers for psychology trainees. However, progress is being made because of the numerous resources and psychology leaders who are advocates for tobacco use disorder treatment and research. Challenges for the future include increasing awareness of the importance of treatment for tobacco use disorder, finding innovative ways to increase access to comprehensive evidence-based treatment, and acknowledging that psychologists can make a difference in reducing the tobacco use disorder disease burden. Psychologists have an ethical and professional responsibility to treat tobacco use disorder.

A Cross-Sectional Evaluation of Student Achievement Using Standardized and Performance-Based Tests

ERIC Educational Resources Information Center

Pinter, Brad; Matchock, Robert L.; Charles, Eric P.; Balch, William R.

2014-01-01

Three groups of undergraduates (42 senior graduating psychology majors, 27 first-year premajors taking introductory psychology, and 24 first-year, high-performing nonmajors taking introductory psychology) completed the Psychology Major Field Test (MFT) and a short-answer (SA) essay test on reasoning about core knowledge in psychology. Graduating…

Negative Thinking versus Positive Thinking in a Singaporean Student Sample: Relationships with Psychological Well-Being and Psychological Maladjustment

ERIC Educational Resources Information Center

Wong, Shyh Shin

2012-01-01

This study examines the relationships of positive thinking versus negative thinking with psychological well-being and psychological maladjustment. Three hundred and ninety-eight undergraduate students from Singapore participated in this study. First, positive thinking were positively correlated with indicators psychological well-being--life…

Undergraduate Admissions | NSU

Science.gov Websites

NSU has to offer undergraduate students. Student Life Learn why the years you spend at NSU will be , dentistry, law, and psychology. Certificate Receive a graduate level certificate to enhance your skills II teams. Living on Campus On campus housing options for undergraduate and graduate students. Clubs

NSU Undergraduate Academic Advising Center

Science.gov Websites

NSU has to offer undergraduate students. Student Life Learn why the years you spend at NSU will be , dentistry, law, and psychology. Certificate Receive a graduate level certificate to enhance your skills II teams. Living on Campus On campus housing options for undergraduate and graduate students. Clubs

Alternative Approaches to the Baccalaureate Psychology Thesis.

ERIC Educational Resources Information Center

Terry, Roger L.

1983-01-01

Undergraduate theses are an excellent method of providing paraprofessional research experience for psychology students. Describes some of the problems (and their remedies) in conducting and advising baccalaureate psychology theses, many of which were published or read at professional meetings. (CS)

Social and Abnormal Psychology Textbooks: An Objective Analysis.

ERIC Educational Resources Information Center

Christopher, Andrew N.; Griggs, Richard A.; Hagans, Chad L.

2000-01-01

Provides feature and content analyses of 14 social and 17 abnormal psychology full-length textbooks from 1995-98 that are available for undergraduate psychology courses. Provides instructors of these courses a means for more informed text selection. (CMK)

Cultures of Diversity: Considering Scientific and Humanistic Understandings in Introductory Psychology

ERIC Educational Resources Information Center

Guest, Andrew M.; Simmons, Zachary L.; Downs, Andrew; Pitzer, Mark R.

2017-01-01

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity:…

Critical Analysis: A Comparison of Critical Thinking Changes in Psychology and Philosophy Classes

ERIC Educational Resources Information Center

Burke, Brian L.; Sears, Sharon R.; Kraus, Sue; Roberts-Cady, Sarah

2014-01-01

This study compared changes in psychology and philosophy classes in two distinct components of critical thinking (CT): general skills and personal beliefs. Participants were 128 undergraduates enrolled in CT in psychology, other psychology courses, or philosophy courses. CT and philosophy students significantly reduced beliefs in paranormal…

The Memorability of Introductory Psychology Revisited

ERIC Educational Resources Information Center

Landrum, R. Eric; Gurung, Regan A. R.

2013-01-01

Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science.…

The Influence of a Psychology and Law Class on Legal Attitudes and Knowledge Structures

ERIC Educational Resources Information Center

Laub, Cindy E.; Maeder, Evelyn M.; Bornstein, Brian H.

2010-01-01

Students in an undergraduate psychology and law course and an introductory psychology course completed a variety of measures, at both the beginning and end of the semester, to assess their knowledge of and attitudes toward psycholegal topics. The psychology and law course improved students' knowledge of psychological topics concerning the legal…

Creativity and Introductory Physics

NASA Astrophysics Data System (ADS)

Guilaran, Ildefonso (Fonsie) J.

2012-01-01

When I was an undergraduate physics major, I would often stay up late with my physics major roommate as we would digest the physics content we were learning in our courses and explore our respective imaginations armed with our new knowledge. Such activity during my undergraduate years was confined to informal settings, and the first formal creativity assignment in my physics education did not come until well into my graduate years when my graduate advisor demanded that I write a prospectus for my dissertation. I have often lamented the fact that the first formal assignment in which I was required to be creative, take responsibility for my own learning and research objectives, and see them to completion during my physics education came so late, considering the degree to which creative attributes are celebrated in the personalities of great physicists. In this essay I will apply some of the basic concepts as defined by creativity-related psychology literature to physics pedagogy, relate these concepts to the exchanges in this journal concerning Michael Sobel's paper "Physics for the Non-Scientist: A Middle Way," and provide the framework for a low-overhead creativity assignment that can easily be implemented at all levels of physics education.

Design and Implementation of an Undergraduate Laboratory Course in Psychophysiology

ERIC Educational Resources Information Center

Thibodeau, Ryan

2011-01-01

Most psychology curricula require the completion of coursework on the physiological bases of behavior. However, delivery of this critical content in a laboratory format is somewhat rare at the undergraduate level. To fill this gap, this article describes the design and implementation of an undergraduate laboratory course in psychophysiology at a…

[Interdisciplinary longitudinal curriculum "Medical Psychology, Psychotherapy and Psychosomatics." Experiences from the preclinical segment].

PubMed

Schüppel, R; Bayer, A; Hrabal, V; Hölzer, M; Allert, G; Tiedemann, G; Hochkirchen, B; Stephanos, S; Kächele, H; Zenz, H

1998-05-01

The departments of Medical Psychology, Psychosomatics and Psychotherapy developed an interdisciplinary longitudinal curriculum in order to coach medical students for the whole length of their medical education. Experiences from the first four undergraduate semesters are reported. 46 students (33 females, 13 males), mean age 22.3 +/- 2.6 years, attended 60 hours of interdisciplinary group sessions. Frequent motives to join the course were interest in psychosocial disciplines and relevant previous experience. The students expected to benefit from this project in their study, their future practice as a physician, and in their personal development. Important educational goals that could be attained were the adoption of a patient-centred view in medicine as well as strengthening of the students' critical capacities and sensitivity. The students especially appreciated the possibility of group discussions and the opportunity to participate actively in the course. Based on a critical review of the evaluation, the possibility of a transfer of our model is considered and perspectives for the future are developed.

42 CFR 64a.103 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... trainee allowances provided to an individual for clinical training in psychology, psychiatry, nursing, or... to the training of undergraduates; the training of individuals in disciplines other than psychology...

42 CFR 64a.103 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... trainee allowances provided to an individual for clinical training in psychology, psychiatry, nursing, or... to the training of undergraduates; the training of individuals in disciplines other than psychology...

42 CFR 64a.103 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... trainee allowances provided to an individual for clinical training in psychology, psychiatry, nursing, or... to the training of undergraduates; the training of individuals in disciplines other than psychology...

42 CFR 64a.103 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... trainee allowances provided to an individual for clinical training in psychology, psychiatry, nursing, or... to the training of undergraduates; the training of individuals in disciplines other than psychology...

42 CFR 64a.103 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... trainee allowances provided to an individual for clinical training in psychology, psychiatry, nursing, or... to the training of undergraduates; the training of individuals in disciplines other than psychology...

To What Extent Is Mathematical Ability Predictive of Performance in a Methodology and Statistics Course? Can an Action Research Approach Be Used to Understand the Relevance of Mathematical Ability in Psychology Undergraduates?

ERIC Educational Resources Information Center

Bourne, Victoria J.

2014-01-01

Research methods and statistical analysis is typically the least liked and most anxiety provoking aspect of a psychology undergraduate degree, in large part due to the mathematical component of the content. In this first cycle of a piece of action research, students' mathematical ability is examined in relation to their performance across…

Conceptual Change in Psychology Students' Acceptance of the Scientific Foundation of the Discipline

ERIC Educational Resources Information Center

Amsel, Eric; Ashley, Aaron; Baird, Todd; Johnston, Adam

2014-01-01

Two studies explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline. In Study 1, Introductory Psychology students completed the Psychology as Science questionnaire (PAS) at the beginning and end of the semester and did so from their own (Self Condition) and their instructors'…

Undergraduate Psychology Students' Knowledge and Exposure to School Psychology: Suggestions for Diversifying the Field

ERIC Educational Resources Information Center

Bocanegra, Joel O.; Gubi, Aaron A.; Fan, Chung-Hau; Hansmann, Paul R.

2015-01-01

Trainers within school psychology have struggled to recruit racial/ethnic minority graduate students, with a recent demographic survey suggesting that racial/ethnic minorities comprise 9.3% of school-based practitioners (Curtis, Castillo, & Gelley, 2012). Furthermore, research has suggested that school psychology training programs have also…

Preparing Psychology Majors to Enter the Workforce: Then, Now, with Whom, and How

ERIC Educational Resources Information Center

Appleby, Drew C.

2018-01-01

Undergraduate psychology programs have not always provided the same level of support for their job-seeking students than they have for those preparing to become psychologists. This is a particularly unfortunate situation because, according to the American Psychological Association's Center for Workforce Studies (American Psychological Association,…

An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

ERIC Educational Resources Information Center

Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

2013-01-01

Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

Teaching of Psychology: Ideas and Innovations. Proceedings of the Conference (Farmingdale, New York, March 27, 1987).

ERIC Educational Resources Information Center

Levine, Judith R., Ed.

These conference proceedings contain 17 presentations covering aspects of undergraduate instruction in psychology. Along with an introduction and conference program, the proceedings present: (1) "Paired Psychology and Reading Course at Medgar Evers," by Gloria G. Loewenthal and Thomas O. Edwards; (2) "Thinking through Psychology and Literature: An…

"Beautiful Minds:" A Seminar Course on the Psychology of Genius

ERIC Educational Resources Information Center

Simpson, Kevin E.

2009-01-01

Genius-level achievement is a natural draw for undergraduate students, both as a cultural phenomenon and as a topic domain within the science of psychology. Yet within the teaching of psychology literature, the psychology of genius has been largely ignored. I designed a course that combines primary source material drawn from existing empirical…

Teaching Psychology to Student Nurses: The Use of "Talking Head" Videos

ERIC Educational Resources Information Center

Snelgrove, Sherrill; Tait, Desiree J. R.; Tait, Michael

2016-01-01

Psychology is a central part of undergraduate nursing curricula in the UK. However, student nurses report difficulties recognising the relevance and value of psychology. We sought to strengthen first-year student nurses' application of psychology by developing a set of digital stories based around "Talking Head" video clips where…

Psychology Degrees: Employment, Wage, and Career Trajectory Consequences.

PubMed

Rajecki, D W; Borden, Victor M H

2011-07-01

Psychology is a very popular undergraduate major. Examining wage data from a range of degree holders reveals much about the expected career trajectories of those with psychology degrees. First, regarding baccalaureates, psychology and other liberal arts graduates-compared with those from certain preprofessional and technical undergraduate programs-generally fall in relatively low tiers of salary levels at both starting and later career points. Salary levels among baccalaureate alumni groups correlate with averaged measures of salary satisfaction, repeated job seeking, and perceptions of underemployment. These patterns seem to stem from the specific occupational categories (job titles) entered by graduates in psychology compared with other graduates, calling into question the employability advantage of so-called generic liberal arts skills. Second, psychology master's degree holders also generally fall in a low tier of salary among their science, engineering, and health counterparts. Third, psychology college faculty (including instructors) fall in low tiers of salary compared with their colleagues from other academic fields. Such broadly based indications of the relative economic disadvantages of psychology degrees have implications for career counseling in the field. © The Author(s) 2011.

Mood after various brief exercise and sport modes: aerobics, hip-hop dancing, ice skating, and body conditioning.

PubMed

Kim, Sungwoon; Kim, Jingu

2007-06-01

To investigate the potential psychological benefits of brief exercise and sport activities on positive mood alterations, 45 Korean high school and 232 undergraduate students enrolled in physical education and stress management classes voluntarily participated and were randomly assigned to one of four activities: aerobic exercise, body conditioning, hip-hop dancing, and ice skating. Mood changes from before to after exercise (2 pm to 3 pm) were measured based on a Korean translation of the Subjective Exercise Experiences Scale. The findings suggested that the aerobics and hip-hop dancing groups rated positive well-being higher than the body conditioning and ice skating groups. Immediately after exercise, psychological distress was rated lower in the aerobics and hip-hop dancing groups, as was fatigue.

Life Science Professional Societies Expand Undergraduate Education Efforts

PubMed Central

Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

2017-01-01

The Vision and Change in Undergraduate Biology Education reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by societies for undergraduate education and documented changes in support during the Vision and Change era. Society representatives responded to a survey on programs, awards, meetings, membership, teaching resources, publications, staffing, finances, evaluation, and collaborations that address undergraduate faculty and students. A longitudinal comparison group of societies responded to surveys in both 2008 and 2014. Results indicate that life science professional societies are extensively engaged in undergraduate education in their fields, setting standards for their discipline, providing vetted education resources, engaging students in both research and education, and enhancing professional development and recognition/status for educators. Societies are devoting funding and staff to these efforts and engaging volunteer leadership. Longitudinal comparison group responses indicate there have been significant and quantifiable expansions of undergraduate efforts in many areas since 2008. These indicators can serve as a baseline for defining, aligning, and measuring how professional societies can promote sustainable, evidence-based support of undergraduate education initiatives. PMID:28130272

Achievement goals and emotions: The mediational roles of perceived progress, control, and value.

PubMed

Hall, Nathan C; Sampasivam, Lavanya; Muis, Krista R; Ranellucci, John

2016-06-01

The link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbrink & Pintrich, 2002, Educational Psychologist, 37, 69) proposes that perceived progress mediates this relationship. The present study empirically evaluated three hypothesized mediators of the effects of achievement goals on learning-related emotions as proposed in the control-value theory and the bidirectional theory of affect. Undergraduate students (N = 273) from humanities, social science, and STEM disciplines participated. Participants completed web-based questionnaires evaluating academic achievement goals, perceptions of control, perceived task value, and achievement emotions. Results provided empirical support primarily for perceived progress as a mediator of mastery-approach goal effects on positive emotions (enjoyment, hope), showing indirect effects of mastery- and performance-approach goals on outcome-related emotions (hope, anxiety) via perceived control. Indirect effects of mastery- and performance-approach goals were further observed on anxiety via perceived value, with higher value levels predicting greater anxiety. Study findings partially support Linnenbrink and Pintrich's (2002, Educational Psychologist, 37, 69) bidirectional theory of affect while underscoring the potential for indirect effects of goals on emotions through perceived control as proposed by Pekrun (2006, Educational Psychology Review, 18, 315). © 2016 The British Psychological Society.

Attitudes among Brazilian University Undergraduates regarding Cinema with Contents on Sexual Diversity

ERIC Educational Resources Information Center

Costa, Angelo Brandelli; dos Santos, Camila Backes; Rodrigues, Manoela Carpenedo; Nardi, Henrique Caetano

2009-01-01

In this experience report we describe an event using cinema as a way to promote affirmative actions regarding sexual diversity among psychology undergraduates. As undergraduate students, we identify the need of a debate that could overcome the boundaries of the traditional notions of gender, sexuality and desire, in order to rethink what is…

Hirsch's index: a case study conducted atthe Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo.

PubMed

Torro-Alves, N; Herculano, R D; Terçariol, C A S; Kinouchi Filho, O; Graeff, C F O

2007-11-01

An analysis of scientific bibliographic productivity using the Hirsch h-index, information from the Institute of Scientific Information database and the Curriculum Lattes (CNPq, Brazil) was performed at the Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo (FFCLRP-USP) that has four departments in natural, biological and social sciences. Bibliometric evaluations of undergraduate programs showed a better performance of the departments of Chemistry (P < 0.001) and Biology (P < 0.001) when compared to the departments of Physics and Mathematics and Psychology and Education. We also analyzed the scientific output of the six graduate programs of FFCLRP: Psychology, Psychobiology, Chemistry, Physics Applied to Medicine and Biology, Comparative Biology, and Entomology. The graduate program in Psychology presented a lower h-index (P < 0.001) and had fewer papers indexed by the ISI web of science (P < 0.001) when compared to the other graduate programs. The poorer performance of the Psychology program may be associated with the limited coverage by the Thompson Institute of Scientific Information database.

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

45 CFR 86.15 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally...

Exploring deliberate mentoring approaches aimed at improving the recruitment and persistence of undergraduate women in the geosciences

NASA Astrophysics Data System (ADS)

Pollack, I. B.; Adams, A. S.; Barnes, R. T.; Burt, M. A.; Clinton, S. M.; Godfrey, E.; Hernandez, P.; Bloodhart, B.; Donaldson, L.; Henderson, H.; Sayers, J.; Sample McMeeking, L. B.; Bowker, C.; Fischer, E. V.

2015-12-01

In the United States, men outnumber women in many science and engineering fields by nearly 3 to 1. In fields like physics or the geosciences, the gender gap can be even wider. Previous studies have identified the early college years as a critical point where many women exit STEM disciplines. An interdisciplinary team including experts in the geosciences, psychology, education, and STEM persistence have recently begun a 5-year project focused on understanding whether mentoring can increase the interest, persistence, and achievement of undergraduate women in the geosciences. The program focuses on mentoring first and second year female undergraduate students from three universities in Colorado and Wyoming and four universities in North and South Carolina. The mentoring program includes a weekend workshop, access to professional women across geoscience fields and both in-person and virtual peer networks. The first weekend workshops will be held in October 2015. We will present an overview of the major components and lessons learned from these workshops and showcase the web center, including the online peer-networking forum.

Cohesion in Sports and Organizational Psychology: An Annotated Bibliography and Suggestions for U.S. Army Aviation (1993 to 2003)

DTIC Science & Technology

2005-04-01

serve as a deterrent to groupthink. The study consisted of 92 male and 56 female undergraduate students randomly assigned to groups. Directive and...attraction serves as the focus of this study. The study used 472 undergraduate psychology students divided into four-person groups. Some groups were made of...used 208 communication students over a one- year period. Work groups of five to seven members were formed and each group was assigned a project that

Using Microcomputers in the Undergraduate Laboratory.

ERIC Educational Resources Information Center

Hovancik, John R.

1986-01-01

A computer-controlled experimental psychology investigation suitable for use in an undergraduate laboratory is described. The investigation examines the relationship between aesthetic preference and speed of reaction in making choices between colors generated on a video monitor. (Author)

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

6 CFR 17.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Sections 17.300 through 17.310 do not apply to any public institution of undergraduate higher education that traditionally...

Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference (26th, Tarrytown, New York, March 23-24, 2012)

ERIC Educational Resources Information Center

Howell-Carter, Marya, Ed.; Gonder, Jennifer, Ed.; Mushtaq, Zahra, Ed.

2012-01-01

Included herein is the conference proceedings of the 26th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2012 was: The value of an undergraduate degree in psychology: Why psychology--Why now?. The Conference…

Psychological Literacy in Applied Psychology Disciplines: Back to, or Beyond, the Basics?

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Foels, Rob

2017-01-01

Undergraduate psychology majors need a broad base of knowledge in order to be viewed as competent graduates. In addition to acquiring basic knowledge, the American Psychological Association (APA) has guidelines for applied knowledge as well. In order to ensure a broad base of knowledge, teachers therefore need to know what the important…

Incorporating a Cross-Cultural Perspective in the Undergraduate Psychology Curriculum: An Interview with David Matsumoto.

ERIC Educational Resources Information Center

Hill, G. William, IV

2000-01-01

Provides an interview with David Matsumoto, Professor of Psychology and Director of the Culture and Emotion Research Laboratory at San Francisco State University. He has studied emotion, human interaction, and culture for more than 15 years. Focuses on cross-cultural psychology and perspectives in relation to the psychology curriculum. (CMK)

On Blue Tongues, Undergraduates, and Science: An Interview With Linda M. Bartoshuk

ERIC Educational Resources Information Center

King, Camille Tessitore

2004-01-01

Camille Tessitore King is an Assistant Professor in the Department of Psychology at Stetson University in DeLand, Florida, where she teaches Introduction to Psychology, Great Experiments in Psychology, Biological Psychology, as well as other advanced topic courses such as Drugs and Behavior. She received her BA, MA, and PhD from the University of…

Educating Scientifically - Advances in Physics Education Research

DOE Office of Scientific and Technical Information (OSTI.GOV)

Finkelstein, Noah

It is now fairly well documented that traditionally taught, large-scale introductory physics courses fail to teach our students the basics. In fact, often these same courses have been found to teach students things we do not want. Building on a tradition of research in physics, the physics education research community has been researching the effects of educational practice and reforms at the undergraduate level for many decades. From these efforts and those within the fields of education, cognitive science, and psychology we have learned a great deal about student learning and environments that support learning for an increasingly diverse populationmore » of students in the physics classroom. This talk will introduce some of the ideas from physics education research, discuss a variety of effective classroom practices/ surrounding educational structures, and begin to examine why these do (and do not) work. I will present both a survey of physics education research and some of the exciting theoretical and experimental developments emerging from the University of Colorado.« less

Educating Scientifically - Advances in Physics Education Research

ScienceCinema

Finkelstein, Noah [University of Colorado, Colorado, USA

2017-12-09

It is now fairly well documented that traditionally taught, large-scale introductory physics courses fail to teach our students the basics. In fact, often these same courses have been found to teach students things we do not want. Building on a tradition of research in physics, the physics education research community has been researching the effects of educational practice and reforms at the undergraduate level for many decades. From these efforts and those within the fields of education, cognitive science, and psychology we have learned a great deal about student learning and environments that support learning for an increasingly diverse population of students in the physics classroom. This talk will introduce some of the ideas from physics education research, discuss a variety of effective classroom practices/ surrounding educational structures, and begin to examine why these do (and do not) work. I will present both a survey of physics education research and some of the exciting theoretical and experimental developments emerging from the University of Colorado.

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

28 CFR 54.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 54.300 through 54.310 do not apply to any public institution of undergraduate higher education that traditionally and...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

31 CFR 28.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 28.300 through 28.310 do not apply to any public institution of undergraduate higher education that...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

40 CFR 5.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 5.300 through 5.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

10 CFR 1042.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1042.300 through 1042.310 do not apply to any public institution of undergraduate higher education that traditionally...

28 CFR 54.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 54.300 through 54.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

22 CFR 229.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 229.300 through 229.310 do not apply to any public institution of undergraduate higher education that traditionally...

28 CFR 54.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 54.300 through 54.310 do not apply to any public institution of undergraduate higher education that traditionally and...

22 CFR 146.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-04-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 146.300 through 146.310 do not apply to any public institution of undergraduate higher education that traditionally...

28 CFR 54.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 54.300 through 54.310 do not apply to any public institution of undergraduate higher education that traditionally and...

24 CFR 3.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-04-01

... institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 3.300 through 3.310 do not apply to any public institution of undergraduate higher education that...

43 CFR 41.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 41.300 through 41.310 do not apply to any public institution of undergraduate higher education that traditionally and...

Undergraduate Chemistry Education: A Workshop Summary

ERIC Educational Resources Information Center

Sawyer, Keegan; Alper, Joe

2014-01-01

"Undergraduate Chemistry Education" is the summary of a workshop convened in May 2013 by the Chemical Science Roundtable of the National Research Council to explore the current state of undergraduate chemistry education. Research and innovation in undergraduate chemistry education has been done for many years, and one goal of this…

Life Science Professional Societies Expand Undergraduate Education Efforts

ERIC Educational Resources Information Center

Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

2017-01-01

The "Vision and Change in Undergraduate Biology Education" reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by…

Minority Status and Privilege in the Academy: The Importance of Race, Gender, and Socialization Practices for Undergraduates, Graduate Students and Faculty

ERIC Educational Resources Information Center

Rios, Desdamona

2010-01-01

This dissertation examines socialization practices in the academy in three separate studies. The first study considers the general absence of women in mainstream undergraduate curriculum and examines the influence of introducing women exemplars into an undergraduate political psychology course that is not identified as "Women's Studies." The…

A study of understanding: Alchemy, abstraction, and circulating reference in tertiary science education

NASA Astrophysics Data System (ADS)

Merritt, Brett W.

Understanding is widely touted to be of paramount importance for education. This is especially true in science education research and development where understanding is heralded as one of the cornerstones of reform. Teachers are expected to teach for understanding and students are expected to learn with understanding. This dissertation is an empirical study of the concept of understanding. After analyzing various constructions of understanding in current U.S. education literature, I suggest that understanding is defined by five distinct features---they are knowledge (or knowledge base), coherence, transfer, extrapolation, and cognition--- and that these features are heavily informed and shaped by the psychological sciences. This relationship is neither good nor bad, I argue, but it means that teaching for and learning with understanding are not heavily informed and shaped by, for example, the natural sciences. Drawing from historical, philosophical, and anthropological perspectives of science, but especially from the work of Bruno Latour, I enact a radical revision(ing) of psychological notions such as "abstraction" and "transfer." The two main purposes of this re-visioning are (1) to draw critical attention to particular characteristics of a cognitive learning theory that emphasizes abstract concepts, and (2) to align many of the principles and tools used in science education more closely with those used in empirical scientific research. Finally, by bringing some examples of teaching and learning from an undergraduate biology classroom into conversation with both psychological and empirical practices and perspectives, I suggest that problematizing the current construction of understanding creates much needed room in mainstream science education for more empirical forms of learning and styles of teaching. A shift to such forms and styles, I conclude, should prove to be more inclusive and less constraining for both students and teachers.

Offering a Course in Humanistic and Transpersonal Psychology in a Traditional Psychology Department.

ERIC Educational Resources Information Center

Smith, Edward W. L.; McIntosh, William D.

2001-01-01

Focuses on a course in humanistic and transpersonal psychology for undergraduate students that addresses metaneeds, consciousness, altered states of consciousness, Eastern and Western meditative practices, mytho-poetic wisdom, and metaphoric epistemology. Describes the goals, content, and structure of the course and discusses the course…

Investigation of Social Cognitive Career Theory for Minority Recruitment in School Psychology

ERIC Educational Resources Information Center

Bocanegra, Joel O.; Gubi, Aaron A.; Cappaert, Kevin J.

2016-01-01

School psychology trainers have historically struggled to adequately increase the number of professionals from diverse backgrounds. An increase in diverse providers is important in meeting the needs of a burgeoning racial/ethnic minority student population. Previous research suggests that minority undergraduate psychology students have less…

Curriculum Integration and Cross-Cultural Psychology.

ERIC Educational Resources Information Center

Goldstein, Susan B.

While many undergraduate disciplines are revising curricula to address issues of diversity more effectively, it is commonly assumed that courses in cross-cultural psychology are less in need of revision due to their inherent multi-cultural focus. The field of cross-cultural psychology, however, is not immune to Eurocentric and androcentric biases.…

Characteristics of Psychology Students Who Serve as Research Assistants

ERIC Educational Resources Information Center

Pawlow, Laura A.; Meinz, Elizabeth J.

2017-01-01

Participation in undergraduate research has been shown to provide a wide array of benefits across many disciplines of study; however, relatively less is known about the impact of this experience on Psychology majors specifically. We collected measures of Psychology students' (N = 229) knowledge of the major (career, core, and…

The Mechanism of Restructuring in Geometry

DTIC Science & Technology

1990-05-01

geometric problem solving (Technical Report No. 353). Uppsala, Sweden: Department of Psychology , University of Uppsala. UNCLASSIFIED SECURITY...these questions: Psychological experiments, protocol studies, computer simulations, historical studies, semantic, logical, and mathematical analyses...triangle are congruent, then their opposite angles are congruent; and vice versa. Method Three undergraduate psychology students participated in an

Psychological Effects on College Students of Raising the Drinking Age.

ERIC Educational Resources Information Center

Newman, Joan

1987-01-01

Considers current policy of raising drinking age and possible psychological costs for adolescents. Calls colleges likely sites of heightened adolescent discontent because so many undergraduates are affected by the law change. Asserts that college administrators have opportunity to reduce some psychological effects and ensure that adolescent…

The Relationship between Attachment to Parents and Psychological Separation in College Students

ERIC Educational Resources Information Center

Schwartz, Jonathan P.; Buboltz, Walter C.

2004-01-01

The purpose of this study was to investigate the relationship between attachment to parents and psychological separation in college students. Three hundred sixty-eight undergraduate students completed the Inventory of Parent and Peer Attachment (Armsden & Greenberg, 1987) and the Psychological Separation Inventory (Hoffman, 1984). Results…

Diverse Pathways of Psychology Majors: Vocational Interests, Self-Efficacy, and Intentions

ERIC Educational Resources Information Center

Rottinghaus, Patrick J.; Gaffey, Abigail R.; Borgen, Fred H.; Ralston, Christopher A.

2006-01-01

The authors examine the differences in vocational interests and self-efficacy of 254 undergraduate psychology majors organized by 7 career intention groups (e.g., psychological research). The explanatory power of individual General Occupational Themes (GOTs), Basic Interest Scales (BISs), and Personal Style Scales (PPSs) of the Strong Interest…

Effects of Psychology Courseware Use on Computer Anxiety in Students.

ERIC Educational Resources Information Center

Lambert, Matthew E.; Lenthall, Gerard

1989-01-01

Describes study that examined the relationship between computer anxiety and the use of psychology courseware in an undergraduate abnormal psychology class using four computerized case simulations. Comparisons of pretest and posttest computer anxiety measures are described, and the relationship between computer anxiety/attitudes and computer use is…

The Post-Baccalaureate Perceptions of Psychology Alumni

ERIC Educational Resources Information Center

Landrum, R. Eric; Elison-Bowers, P.

2009-01-01

Faculty members from 7 Departments of Psychology distributed a link to an online survey to their psychology alumni in order to ascertain alumni opinions about college courses, impact of student clubs, value of the undergraduate degree, beliefs about the department, and measures of global satisfaction. These variables were examined in conjunction…

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

15 CFR 8a.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 8a.300 through 8a.310 do not apply to any public institution of undergraduate higher education that traditionally and...

The Evaluation of Significant Figures in the History of Social Psychology: A Class Exercise in the Teaching of Introductory Social Psychology

ERIC Educational Resources Information Center

Innes, John Michael; Chambers, Timothy Peter

2017-01-01

In teaching social psychology, the process of identifying a particular theorist can lead to an enhanced understanding of the theories associated with that individual. Employing this process into a summative assessment, this article outlines an exercise that facilitated the teaching of introductory social psychology to 147 undergraduate students.…

Learning from Experience: The Expectations and Experiences of First-Year Undergraduate Psychology Students

ERIC Educational Resources Information Center

Rowley, Martin; Hartley, James; Larkin, Derek

2008-01-01

Single-honours psychology students at an English university were asked about their expectations and experiences at the start and the end of their first year. Students without a pre-university (A-level) qualification in psychology (n = 37: 22%) felt less well-prepared for studying psychology than students with an A-level qualification (n = 132:…

Whose Hands Ply the Strands? Survey of Eastern Michigan University Psychology Faculty regarding Faculty and Librarian Roles in Nurturing Psychology Information Literacy

ERIC Educational Resources Information Center

Stanger, Keith

2012-01-01

The Association of College and Research Libraries developed information literacy standards and associated performance indicators for undergraduate psychology students. A survey of tenure-track faculty members and full-time lecturers in the Psychology Department at Eastern Michigan University was conducted to discover how those professors viewed…

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

36 CFR 1211.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

36 CFR 1211.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

36 CFR § 1211.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

49 CFR 25.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

..., professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 25.300 through 25.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

36 CFR 1211.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

36 CFR 1211.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1211.300 through 1211.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

45 CFR 2555.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 2555.300 through 2555.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

38 CFR 23.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... apply only to institutions of vocational education, professional education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 23.300 through 23.310 do not apply to any public institution of undergraduate higher...

Dentists' skills with fearful patients: education and treatment.

PubMed

Brahm, Carl-Otto; Lundgren, Jesper; Carlsson, Sven G; Nilsson, Peter; Hultqvist, Johanna; Hägglin, Catharina

2013-06-01

The aims were to explore dentists' skills in dental fear, current strategies when treating fearful adult patients, and the possible need for additional education among dentists working in Sweden. A sample of 1,293 members of the Association of Public Health Dentists in Sweden were asked to respond to a Web survey concerning dental fear. The response rate was 69% (n = 889); 91% trained in Sweden and 9% trained in another country. The most frequently used pharmacological anxiety-reducing techniques were medication with a midazolame mixture (72%) and benzodiazepine tablets (77%), and the most commonly used psychological techniques were relaxation (68%), distraction (66%), and Tell-Show-Do (86%). A larger proportion of dentists trained in Sweden, compared with dentists who were trained in other countries, reported that they had received undergraduate training in dental fear. Dentists trained in Sweden more often reported competence in pharmacological and psychological anxiety-reducing techniques, compared with dentists who were trained in other countries. Higher levels of self-rated efficacy in treating fearful patients accompanied additional education in dental fear after graduation. In conclusion, Swedish dentists use a variety of techniques to meet the needs of fearful dental patients. Competence in anxiety-reducing techniques is associated with self-efficacy and the site of education. © 2013 Eur J Oral Sci.

A review of the literature regarding stress among nursing students during their clinical education.

PubMed

Alzayyat, A; Al-Gamal, E

2014-09-01

There has been increased attention in the literature about stress among nursing students. It has been evident that clinical education is the most stressful experience for nursing students. The aim of this paper was to critically review studies related to degrees of stress and the type of stressors that can be found among undergraduate nursing students during their clinical education. The search strategy involved the utilization of the following databases: MEDLINE (Medical Literature on-Line), CINAHL (Cumulative Index to Nursing and Allied Health Literature), PsycINFO (Psychology Information) and PubMed. Keywords were stress, undergraduate nursing students, clinical practice. The review included those studies published between 2002 and 2013, conducted in any country as long as reported in English, and including a focus on the clinical practice experience of nursing students. Thirteen studies met the eligibility criteria. Four themes were identified: initial clinical experience, comparison between different academic years, cross-cultural comparison, and eustress aspects of clinical experience. This review expands current knowledge in the area of stress in clinical settings and calls for further research. Nursing teachers should utilize the findings of this review to direct their students during clinical practice. Moreover, hospital administrators need to promote policies to promote a training environment where students are supported and inspired. © 2014 International Council of Nurses.

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

44 CFR 19.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 19.300 through 19.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

29 CFR 36.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... education, graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 36.300 through 36.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a...

Psychological stress in undergraduate dental students: baseline results from seven European dental schools.

PubMed

Humphris, Gerry; Blinkhorn, Andy; Freeman, Ruth; Gorter, Ronald; Hoad-Reddick, Gillian; Murtomaa, Heikki; O'Sullivan, Robin; Splieth, Christian

2002-02-01

To determine the degree of psychological distress, the experience of emotional exhaustion, and the extent of stress associated with course work in dental students and to compare these measurements among seven European dental schools. Multi-centred survey. Dental Schools at Amsterdam, Belfast, Cork, Greifswald, Helsinki, Liverpool and Manchester. 333 undergraduate first-year dental students. General Health Questionnaire (GHQ12), Maslach Burnout Inventory (MBI), Dental Environment Stress Questionnaire (DES), demographic variables. Questionnaire administered to all students attending first year course. Completed questionnaires sent to central office for processing. Seventy-nine percent of the sampled students responded. Over a third of the students (36%) reported significant psychological distress (morbidity) at the recommended cut-off point (>3 on GHQ). These scores were similar to those reported for medical undergraduates. Twenty-two percent recorded comparatively high scores on emotional exhaustion. A wide variation in these 2 measurements was found across schools (p's<0.001). Stress levels indicated by the DES were less variable (p>0.5). Some evidence showed that contact with patients and the level of support afforded by living at home may be protective. Higher than expected levels of emotional exhaustion were found in a large sample of first-year undergraduate dental students in Europe.

Psychological Distress among Nursing, Physiotherapy and Occupational Therapy Students: A Longitudinal and Predictive Study

ERIC Educational Resources Information Center

Nerdrum, Per; Rustoen, Tone; Helge Ronnestad, Michael

2009-01-01

In this study, we present longitudinal data on changes in psychological distress among 232 Norwegian undergraduate students of nursing, physiotherapy, and occupational therapy. Psychological distress was assessed by applying the 12-item version of the General Health Questionnaire. Nursing students became substantially more distressed during the…

Teaching the Cultural Biases of Social Psychology.

ERIC Educational Resources Information Center

Cole, David L.

This paper describes how the author has used children's stories, published in the People's Republic of China, to explore the ethnocentrism in American academic social psychology. The stories are read to students in the author's undergraduate classes in social psychology, who then discuss the themes of the stories. Comparisons are made with stories…

Gender Issues in Psychology: A Content Analysis of Introductory Psychology Textbooks.

ERIC Educational Resources Information Center

Connor-Greene, Patti; And Others

This paper assesses the attention given to gender issues in 17 psychology textbooks published between 1985 and 1987 and used in college undergraduate introductory courses. The methodology used was the analysis of content and research citations. Specific issues that were examined included: (1) the explanation of the distinction between gender and…

Study Abroad in Psychology: Increasing Cultural Competencies through Experiential Learning

ERIC Educational Resources Information Center

Earnest, David R.; Rosenbusch, Katherine; Wallace-Williams, Devin; Keim, Alaina C.

2016-01-01

Despite the prominence of study abroad programs, few are offered in the field of psychology. The current study sought to investigate the impact of study abroad programs in psychology through a comparison of study abroad and domestic student cultural competencies. Participants included 104 undergraduate students enrolled in either a psychology…

Affordances and Alignments: Continuing Challenges in Advising Undergraduate Psychology Majors

ERIC Educational Resources Information Center

Landrum, R. Eric

2018-01-01

Challenges abound in providing accurate and useful information to prospective and declared psychology majors about their career options and how to make decisions that will lead to satisfying and rewarding postgraduate lives. One component of this challenge is that by majoring in psychology, career affordances (i.e., the opportunities and…

Racial/Ethnic Minority Undergraduate Psychology Majors' Perceptions about School Psychology: Implications for Minority Recruitment

ERIC Educational Resources Information Center

Bocanegra, Joel O.; Newell, Markeda L.; Gubi, Aaron A.

2016-01-01

Racial and ethnic minorities are underrepresented within school psychology. Increased racial/ethnic diversity within university training programs has been shown to reduce prejudices and anxiety within students while increasing empathy for other racial/ethnic groups. The reduction of prejudices and anxiety and increased empathy for racial/ethnic…

Holy Psychopathology Batman: The Pedagogical Use of Comic Books in the Teaching of Abnormal Psychology

ERIC Educational Resources Information Center

Rahman, Reece O.; Zeglin, Robert J.

2014-01-01

Many undergraduate psychology students eventually choose a career providing clinical mental health services. A background in abnormal psychology (psychopathology) is helpful and requisite in these graduate academic and future professional venues. The creativity needed to adequately teach the complex material covered in most abnormal psychology…

Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices

ERIC Educational Resources Information Center

Bailey, Sarah F.; Barber, Larissa K.; Nelson, Videl L.

2017-01-01

This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States (n = 149 responded). Overall, the majority of institutions…

SuperLab LT: Evaluation and Uses in Teaching Experimental Psychology

ERIC Educational Resources Information Center

Ragozzine, Frank

2002-01-01

I describe and evaluate SuperLab LT (Chase & Abboud, 1990), a software package that enables students to replicate classic experiments in cognitive psychology. I also discuss the package with respect to its uses in teaching an undergraduate course in Experimental Psychology. Although the package has minor flaws, SuperLab LT provides numerous…

This Is Your Brain on Psychology: Wireless Electroencephalography Technology in a University Classroom

ERIC Educational Resources Information Center

Stewart, Peter C.

2015-01-01

With the burgeoning influence of cognitive neuroscience in the field of psychology, it is important to train, or at least expose, undergraduate psychology students to the discipline's methods. Unfortunately, many instructors are limited in their ability to provide such tangible experiences due to resource limitations. However, recent advances in…

Recall of Childhood Neglect and Physical Abuse as Differential Predictors of Current Psychological Functioning.

ERIC Educational Resources Information Center

Gauthier, Lisa; And Others

1996-01-01

Histories of child neglect or child physical abuse were correlated with psychological functioning in 236 male and 276 female undergraduates. Childhood neglect was more predictive of psychological problems and anxious attachment styles than was physical abuse. Results suggest neglect and physical abuse are potentially separate moderators of…

Proceedings of the 28th Annual Farmingdale State College Teaching of Psychology: Ideas and Innovations Conference

ERIC Educational Resources Information Center

Howell-Carter, Marya, Ed.; Gonder, Jennifer, Ed.

2014-01-01

Proceedings of the 28th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of Farmingdale State College. The conference theme for 2014 was:" Infusing Issues of Racial, Religious, and Sexuality Diversity Across the Undergraduate Curriculum." The Conference featured a keynote…

Where History, Philosophy, and Psychology Meet: An Interview with Wayne Viney

ERIC Educational Resources Information Center

Rutherford, Alexandra

2004-01-01

Wayne Viney is Professor of Psychology and University Distinguished Teaching Scholar at Colorado State University where he teaches graduate and undergraduate courses in the history of psychology. He is also inaugurating a new course, The Development of Scientific Thought, for the College of Natural Sciences at Colorado State. Earlier in his…

Use of Virtual Reality Technology to Enhance Undergraduate Learning in Abnormal Psychology

ERIC Educational Resources Information Center

Stark-Wroblewski, Kim; Kreiner, David S.; Boeding, Christopher M.; Lopata, Ashley N.; Ryan, Joseph J.; Church, Tina M.

2008-01-01

We examined whether using virtual reality (VR) technology to provide students with direct exposure to evidence-based psychological treatment approaches would enhance their understanding of and appreciation for such treatments. Students enrolled in an abnormal psychology course participated in a VR session designed to help clients overcome the fear…

Giving Psychology Away: Implementation of Wikipedia Editing in an Introductory Human Development Course

ERIC Educational Resources Information Center

Shane-Simpson, Christina; Che, Elizabeth; Brooks, Patricia J.

2016-01-01

To test the feasibility of Wikipedia editing in large undergraduate psychology classrooms, we engaged groups of students in a large introductory-level Human Development course (N = 110) in editing Wikipedia articles to improve psychology-related content. Students attended in-class workshops and received online support to develop skills. They…

"Product Placement" to Widening Participation in Psychology: The Case for Culture

ERIC Educational Resources Information Center

Hylton, Patrick L.

2010-01-01

The case is made that psychology, and the British Psychological Society in particular, should make culture in all its guises (multiculturalism, diversity, ethnicities, gender, sexuality, class) part of the core curriculum of undergraduate degrees. It is suggested that this could increase participation by Black and Minority Ethnic groups (BME)…

Pedagogy of the logic model: teaching undergraduates to work together to change their communities.

PubMed

Zimmerman, Lindsey; Kamal, Zohra; Kim, Hannah

2013-01-01

Undergraduate community psychology courses can empower students to address challenging problems in their local communities. Creating a logic model is an experiential way to learn course concepts by "doing." Throughout the semester, students work with peers to define a problem, develop an intervention, and plan an evaluation focused on an issue of concern to them. This report provides an overview of how to organize a community psychology course around the creation of a logic model in order for students to develop this applied skill. Two undergraduate student authors report on their experience with the logic model assignment, describing the community problem they chose to address, what they learned from the assignment, what they found challenging, and what they are doing now in their communities based on what they learned.

Evolution of Physical Education Undergraduate Majors in Higher Education in China

ERIC Educational Resources Information Center

Jiahong, Wang; Xiang, Ping; Dazhi, Zhang; Liu, Weidong; Gao, Xiaofeng

2017-01-01

Physical education (PE) undergraduate programs in higher education in China have evolved over the last 100 years. As a result, a comprehensive system of physical education undergraduate majors in higher education has been established in today's colleges/universities in China. The large number of students who have completed a physical education…

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

7 CFR 15a.16 - Admission.

Code of Federal Regulations, 2011 CFR

2011-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

7 CFR 15a.16 - Admission.

Code of Federal Regulations, 2014 CFR

2014-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

7 CFR 15a.16 - Admission.

Code of Federal Regulations, 2012 CFR

2012-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

18 CFR 1317.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-04-01

..., graduate higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 1317.300 through 1317.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has...

34 CFR 106.15 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

7 CFR 15a.16 - Admission.

Code of Federal Regulations, 2013 CFR

2013-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. Subpart C does not apply to any public institution of undergraduate higher education which traditionally and continually from its establishment has had a policy of admitting only...

Life Science Professional Societies Expand Undergraduate Education Efforts.

PubMed

Matyas, Marsha Lakes; Ruedi, Elizabeth A; Engen, Katie; Chang, Amy L

2017-01-01

The Vision and Change in Undergraduate Biology Education reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by societies for undergraduate education and documented changes in support during the Vision and Change era. Society representatives responded to a survey on programs, awards, meetings, membership, teaching resources, publications, staffing, finances, evaluation, and collaborations that address undergraduate faculty and students. A longitudinal comparison group of societies responded to surveys in both 2008 and 2014. Results indicate that life science professional societies are extensively engaged in undergraduate education in their fields, setting standards for their discipline, providing vetted education resources, engaging students in both research and education, and enhancing professional development and recognition/status for educators. Societies are devoting funding and staff to these efforts and engaging volunteer leadership. Longitudinal comparison group responses indicate there have been significant and quantifiable expansions of undergraduate efforts in many areas since 2008. These indicators can serve as a baseline for defining, aligning, and measuring how professional societies can promote sustainable, evidence-based support of undergraduate education initiatives. © 2017 M. L. Matyas et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Examining the Relationship between Stress and Time Perception

DTIC Science & Technology

2001-02-20

convenience in psychological research, undergraduate students . The next study used a second version o f the Perception of Time and the Senses Survey to...and the Senses Survey was administered to 412 undergraduate students (98 men and 314 women) at Pennsylvania State University from November, 1999...Survey II was administered to 939 undergraduate students (4 18 men and 521 women) at PClll1sylvania State University from March to April, 2000

Classroom Demonstrations: Individual Differences.

ERIC Educational Resources Information Center

Singer, Sandra M.

These demonstrations stress individual differences, a concept becoming increasingly important in psychological research. Intended for use in undergraduate psychology courses, four demonstrations that illustrate common examples of human variation are described. The demonstrations deal with the following individual differences: taste blindness,…

Cross-Cultural Psychology.

ERIC Educational Resources Information Center

Triandis, Harry C.; Brislin, Richard W.

1984-01-01

Provides references to the work of cross-cultural psychologists that can be integrated into regular undergraduate psychology courses. Discusses methodological problems, benefits, and difficulties of cross-cultural research. Reviews contributions of this field to the study of perception, cognition, motivation, interpersonal interaction, and group…

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

13 CFR 113.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 113.300 through 113.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

32 CFR 196.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 196.300 through 196.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

DoD Educational Intervention Programs for Scientists and Engineers.

DTIC Science & Technology

1995-10-01

Nabeel , ed. The Condition of Education: 1993. Washington, D.C.: U.S.Department of Education, National Center for Education Statistics (NCES 93-290), p...Naval Facilities I Undergraduate Academic Program Undergraduate Navy Naval Ocean Sy Cooperative Education Program (COOP) Undergraduate Navy Naval... Nabeel , ed. The Condition of Education: 1993. Washington, D.C.: U.S. Department of Education, National Center for Education Statistics (NCES 93-290

The Effectiveness of Psychoeducation and Systematic Desensitization to Reduce Test Anxiety Among First-year Pharmacy Students

PubMed Central

Saravanan, Coumaravelou

2014-01-01

Objective: To analyze the effect of psychological intervention on reducing performance anxiety and the consequences of the intervention on first-year pharmacy students. Methods: In this experimental study, 236 first-year undergraduate pharmacy students from a private university in Malaysia were approached between weeks 5 and 7 of their first semester to participate in the study. The completed responses for the Westside Test Anxiety Scale (WTAS), the Kessler Perceived Distress Scale (PDS), and the Academic Motivation Scale (AMS) were received from 225 students. Out of 225 students, 42 exhibited moderate to high test anxiety according to the WTAS (score ranging from 30 to 39) and were randomly placed into either an experiment group (n=21) or a waiting list control group (n=21). Results: The prevalence of test anxiety among pharmacy students in this study was lower compared to other university students in previous studies. The present study’s anxiety management of psychoeducation and systematic education for test anxiety reduced lack of motivation and psychological distress and improved grade point average (GPA). Conclusion: Psychological intervention helped significantly reduce scores of test anxiety, psychological distress, and lack of motivation, and it helped improve students’ GPA. PMID:25525278

The effectiveness of psychoeducation and systematic desensitization to reduce test anxiety among first-year pharmacy students.

PubMed

Rajiah, Kingston; Saravanan, Coumaravelou

2014-11-15

To analyze the effect of psychological intervention on reducing performance anxiety and the consequences of the intervention on first-year pharmacy students. In this experimental study, 236 first-year undergraduate pharmacy students from a private university in Malaysia were approached between weeks 5 and 7 of their first semester to participate in the study. The completed responses for the Westside Test Anxiety Scale (WTAS), the Kessler Perceived Distress Scale (PDS), and the Academic Motivation Scale (AMS) were received from 225 students. Out of 225 students, 42 exhibited moderate to high test anxiety according to the WTAS (score ranging from 30 to 39) and were randomly placed into either an experiment group (n=21) or a waiting list control group (n=21). The prevalence of test anxiety among pharmacy students in this study was lower compared to other university students in previous studies. The present study's anxiety management of psychoeducation and systematic education for test anxiety reduced lack of motivation and psychological distress and improved grade point average (GPA). Psychological intervention helped significantly reduce scores of test anxiety, psychological distress, and lack of motivation, and it helped improve students' GPA.

Assessing the Perceived Value of Research Participation

ERIC Educational Resources Information Center

VanWormer, Lisa A.; Jordan, Erica F.; Blalock, Lisa Durrance

2014-01-01

Undergraduate psychology majors are encouraged to engage in research to improve understanding of research methods and increase research skills. This study examines the potential of volunteering as a research participant to increase student perceptions of knowledge and interest in research. Undergraduate students completed a survey regarding the…

Publishing with Undergraduates: Some Further Observations

ERIC Educational Resources Information Center

Griffiths, Mark

2015-01-01

This paper provides some additional observations on publishing with undergraduates following the short paper by Hartley (2014) in a previous issue of "Psychology Teaching Review." This paper's main focus relates to how students can develop as scholars by lecturers actively encouraging students to disseminate their written and oral…

Teaching the Psychology of Engagement with Beauty: State and Trait

ERIC Educational Resources Information Center

Diessner, Rhett; Kirk, Cameron; Guenthner, Crystn; Pohling, Rico; Mobasher, Saman

2017-01-01

An undergraduate senior-level course, the psychology of beauty, taught within the positive psychology approach, was designed with the aim to increase state and trait levels of engagement with beauty among its students. The course was a service-learning course in which students were paired by the Area Agency on Aging with elders in the greater…

Effects of an Interteaching Probe on Learning and Generalization of American Psychological Association (APA) Style

ERIC Educational Resources Information Center

Slezak, Jonathan M.; Faas, Caitlin

2017-01-01

This study implemented the components of interteaching as a probe to teach American Psychological Association (APA) Style to undergraduate university students in a psychology research methods and statistics course. The interteaching method was compared to the traditional lecture-based approach between two sections of the course with the same…

Development and Effects of a Writing and Thinking Course in Psychology

ERIC Educational Resources Information Center

Johnson, E. Jean; Tuskenis, Albert D.; Howell, Glenna L.; Jaroszewski, Kimberly

2011-01-01

The authors developed and assessed a new undergraduate psychology course: Thinking and Writing in Psychology. A description of how the course was developed using the APA learning goals as well as results from an analysis of the course's effectiveness are offered. The course demonstrated a positive impact on the overall grade point average and…

Undergraduate Psychology's Scientific Identity Dilemma: Student and Instructor Interests and Attitudes

ERIC Educational Resources Information Center

Holmes, Jeffrey D.

2014-01-01

Could the same interests that draw many students to psychology also predict departure from the major? I present a comparison of students and instructors with respect to professional interests and views of the scientific nature of psychology (Study 1) and an examination of the link between student interests and persistence in the major (Study 2).…

A Short Test for the Assessment of Basic Knowledge in Psychology

ERIC Educational Resources Information Center

Peter, Johannes; Leichner, Nikolas; Mayer, Anne-Kathrin; Krampen, Günter

2015-01-01

This paper reports the development of a fixed-choice test for the assessment of basic knowledge in psychology, for use with undergraduate as well as graduate students. Test content is selected based on a core concepts approach and includes a sample of concepts which are indexed most frequently in common introductory psychology textbooks. In a…

Activities for Teaching Positive Psychology: A Guide for Instructors

ERIC Educational Resources Information Center

Froh, Jeffrey J., Ed.; Parks, Acacia C., Ed.

2012-01-01

Positive psychology is a rapidly expanding area of study that is of great interest to students at the graduate, undergraduate, and high school levels. But the field is so broad that teachers who want to cover all the bases when designing a positive psychology course may have difficulty locating and selecting materials. "Activities for Teaching…

Comparative Psychology as an Effective Supplement to Undergraduate Core Psychology Courses

ERIC Educational Resources Information Center

Thomas, Nathaniel R.

2009-01-01

This article describes the design and implementation of a 1-credit-hour seminar in comparative psychology as a supplement to an introductory biopsychology course. The purpose of the course was to introduce students to the ecological and evolutionary aspects of animal behavior by building on topics that are introduced in many biopsychology courses.…

Psychology as an Evolving, Interdisciplinary Science: Integrating Science in Sensation and Perception from Fourier to Fluid Dynamics

ERIC Educational Resources Information Center

Ebersole, Tela M.; Kelty-Stephen, Damian G.

2017-01-01

This article outlines the theoretical rationale and process for an integrated-science approach to teaching sensation and perception (S&P) to undergraduate psychology students that may also serve as an integrated-science curriculum. The course aimed to introduce the interdisciplinary evolution of this psychological field irrespective of any…

Organizing a Course in the Psychology of Aging.

ERIC Educational Resources Information Center

Gounard, Beverley Roberts

Suggestions for organizing a course in the psychology of aging are offered in this paper, based on such a course at the State University of New York College at Buffalo. Focus is on the lower-level undergraduate course that has Introductory Psychology as the sole prerequisite. Goals include: (1) to familiarize students with current research and…

Predictors of Psychological Distress and Well-Being in a Sample of Australian Undergraduate Students

ERIC Educational Resources Information Center

Bore, Miles; Pittolo, Chris; Kirby, Dianne; Dluzewska, Teresa; Marlin, Stuart

2016-01-01

Previous research has found university students report higher levels of psychological distress compared to the general population. Our aim was to investigate the degree to which personality and contextual factors predict psychological distress and well-being in students over the course of a semester. We also examined whether resilience-building…

The Beauty of the Psyche and Eros Myth: Integrating Aesthetics into Introduction to Psychology

ERIC Educational Resources Information Center

Diessner, Rhett; Burke, Kayla

2011-01-01

Beginning in the late 1990s the authors became convinced that their undergraduate psychology students needed classroom experiences that set the conditions for them to become more engaged with beauty. They recognized the intrinsic importance of beauty to human psychological development, beyond any utilitarian concerns. But they also believed that…

Foundations of Psychological Testing: A Practical Approach. Second Edition

ERIC Educational Resources Information Center

McIntire, Sandra A.; Miller, Leslie A.

2006-01-01

The second edition of "Foundations of Psychological Testing: A Practical Approach" is a text for undergraduate students new to the field of psychological testing. Using a conversational format, the authors aim to prepare students to be informed consumers as test users or test takers. Features new to the second edition include: (1) New Content; (2)…

The Relational-Behavior Model: The Relationship between Intrinsic Motivational Instruction and Extrinsic Motivation in Psychologically Based Instruction

ERIC Educational Resources Information Center

Chandler, Donald S., Jr.

2008-01-01

This pilot study examined the relational-behavior model (RBM) as a method of intrinsic motivational instruction in psychology courses. Among a sample of 33 college students enrolled in two undergraduate psychology courses, a Spearman rho analysis revealed a significant relationship between the intrinsic motivational factors (e.g. student/class…

[Health education from the perspective of nursing undergraduate students].

PubMed

Colomé, Juliana Silveira; de Oliveira, Dora Lucia Leidens Corrêa

2008-09-01

In the field of health practices, there are different models of health education. The objective of this article was to identify undergraduates' concepts of health education. This descriptive exploratory study used a qualitative approach. It was developed in the Undergraduate Nursing Courses of the Federal University of Santa Maria and Federal University of Rio Grande do Sul, Brazil. Subjects were undergraduate students of the last semester before graduation. Data were collected using a semistructured interview, and submitted to thematic content analysis. The results suggest that the undergraduate nursing students' training as health educators is permeated by concepts that are a mixture of traditional and modern assumptions on health education.

Attitudes of psychology students to depression and its treatment: Implications for clinical practice.

PubMed

Economou, M; Peppou, L E; Geroulanou, K; Kontoangelos, K; Prokopi, A; Pantazi, A; Zervakaki, A; Stefanis, C N

2017-01-01

Stigma and mental health literacy affect access to and quality of treatment of major depression. Though mental health professionals seem better able to recognize major depression than the general public, they often hold similarly stigmatizing attitudes towards people suffering from the disorder. These attitudes are shaped jointly by the public stigma attached to mental illnesses as well as by the content and delivery of mental health professionals' undergraduate training. In line with this, the present study aimed to explore psychology students' ability to recognize major depression, their attitudes towards the disorder, and their views surrounding helpfulness of various interventions. A random sample of 167 undergraduate students was recruited from the psychology department of one public university in Athens. During one university hour, students were administered a vignette describing a woman fulfilling the DSM-IV criteria for major depression. A self-report questionnaire exploring students' recognition abilities, attitudes to depression and views on the helpfulness of various treatment modes was also administered. In total, 80.2% of students correctly recognized major depression from the vignette. Concerning their attitudes, students were unsure about the illness and ambivalent towards the person who suffers from it. With regard to available treatments for depression, students considered discussion with a friend to be the most helpful intervention. Counseling, cognitive behavioural therapy and psychoanalysis were also viewed in a positive light. On the contrary, antidepressants were not deemed helpful by most students. Finally, recognition of as well as attitudes towards depression and its treatments seemed to improve during the second year of undergraduate study; however they remained unchanged thereafter. Consistent with these, psychology students seem to have only a rudimentary knowledge on depression, that cannot not be qualified as mental health literacy. The core misconception espoused pertains to the view that major depression is not a medical illness; a finding which can also be interpreted in light of the lingering controversy on the medicalization of normal sadness and human predicament. The clinical implications of these findings are substantial. Mental health professionals-educators should reflect on their own beliefs and attitudes towards depression, as they may convey stigmatizing messages to their students and thus perpetuate the stigmatization of the illness. Concomitantly, psychology students' attitudes to depression and its treatment might render them incapable of understanding their patients, responding to their needs and providing them with appropriate help, while they may hinder their effective collaboration with psychiatrists.

The Numbers Tell It All: Students Don't Like Numbers!

PubMed Central

Uttl, Bob; White, Carmela A.; Morin, Alain

2013-01-01

Undergraduate Students' interest in taking quantitative vs. non quantitative courses has received limited attention even though it has important consequences for higher education. Previous studies have collected course interest ratings at the end of the courses as part of student evaluation of teaching (SET) ratings, which may confound prior interest in taking these courses with students' actual experience in taking them. This study is the first to examine undergraduate students' interest in quantitative vs. non quantitative courses in their first year of studies before they have taken any quantitative courses. Three hundred and forty students were presented with descriptions of 44 psychology courses and asked to rate their interest in taking each course. Student interest in taking quantitative vs non quantitative courses was very low; the mean interest in statistics courses was nearly 6 SDs below the mean interest in non quantitative courses. Moreover, women were less interested in taking quantitative courses than men. Our findings have several far-reaching implications. First, evaluating professors teaching quantitative vs. non quantitative courses against the same SET standard may be inappropriate. Second, if the same SET standard is used for the evaluation of faculty teaching quantitative vs. non quantitative courses, faculty are likely to teach to SETs rather than focus on student learning. Third, universities interested primarily in student satisfaction may want to expunge quantitative courses from their curricula. In contrast, universities interested in student learning may want to abandon SETs as a primary measure of faculty teaching effectiveness. Fourth, undergraduate students who are not interested in taking quantitative courses are unlikely to pursue graduate studies in quantitative psychology and unlikely to be able to competently analyze data independently. PMID:24358284

The Clinician's "World of Action" as an Approach to Teaching Abnormal Psychology.

ERIC Educational Resources Information Center

Bibace, Roger; And Others

1979-01-01

Presents a description of an undergraduate abnormal psychology course developed from a theory of instruction and active student participation, the theoretical basis for the course, student course evaluation, and an interpretation of the students' performances. (Author/CK)

What is happening in psychology of learning courses?

PubMed Central

Lattal, Kennon A.; McFarland, Jennifer M.; Joyce, James H.

1990-01-01

Current practices in the undergraduate Psychology of Learning course were assessed through a survey in which a questionnaire probing the teaching of the course was sent to 238 4-year colleges and universities in the United States. Fifty-four percent of the questionnaires were returned. Learning courses were taught at all but 10 of the schools that responded. The course typically is one of several that can be selected to fulfill requirements for the major in psychology. The course orientation and content varied widely from cognitive to eclectic to behavioral, and laboratory requirements existed in less than half of the courses. The effects of these practices on behavior analysis are considered and several suggestions are made for teaching behavior analysis in the Learning course and elsewhere to undergraduates. PMID:22478060

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2010 CFR

2010-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

41 CFR 101-4.220 - Admissions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... higher education, and public institutions of undergraduate higher education. (e) Public institutions of undergraduate higher education. §§ 101-4.300 through 101-4.310 do not apply to any public institution of undergraduate higher education that traditionally and continually from its establishment has had a policy of...

University of Maryland MRSEC - Education: College

Science.gov Websites

; (we call this type of surface a vicinal surface). Modern scanned-probe microscopes, such as the STM Educational Education Pre-College Programs Homeschool Programs Undergraduate & Graduate Programs Teacher MRSEC Templates Opportunities Search Home » Education » Undergraduate/Graduate Programs Undergraduate

Women and Mental Health: Augmenting Undergraduates' Knowledge and Critical Thinking.

ERIC Educational Resources Information Center

Gibson, Pamela Reed

1992-01-01

Describes an undergraduate course in psychology that addresses concepts relating to women's mental health. Explains that the course emphasizes the impact of social variables on mental health issues for women. Includes a list of topics and student activities for the course. Presents student reactions and assessment. (DK)

An Integrated Approach to an Undergraduate Kinesiology Curriculum: A Case Study about Stalling in Wrestling

ERIC Educational Resources Information Center

Ward, Kevin P.; Kretchmar, R. Scott

2008-01-01

Kinesiology is a broad field that draws from numerous domains, including biomechanics, physiology, psychology, and philosophy. Professors from each specialty emphasize discipline-specific content, which results in a lack of cross-disciplinary integration. Consequently, kinesiology undergraduates are exposed to coursework in various disciplines,…

Office of International Affairs | NSU

Science.gov Websites

NSU has to offer undergraduate students. Student Life Learn why the years you spend at NSU will be , dentistry, law, and psychology. Certificate Receive a graduate level certificate to enhance your skills II teams. Living on Campus On campus housing options for undergraduate and graduate students. Clubs

A Developmental Sequence Model to University Adjustment of International Undergraduate Students

ERIC Educational Resources Information Center

Chavoshi, Saeid; Wintre, Maxine Gallander; Dentakos, Stella; Wright, Lorna

2017-01-01

The current study proposes a Developmental Sequence Model to University Adjustment and uses a multifaceted measure, including academic, social and psychological adjustment, to examine factors predictive of undergraduate international student adjustment. A hierarchic regression model is carried out on the Student Adaptation to College Questionnaire…

Undergraduate Seminars: The Poster Session Solution.

ERIC Educational Resources Information Center

Chute, Douglas L.; Bank, Barry

1983-01-01

A good alternative to the undergraduate psychology seminar is the poster session. During the course each student wrote a review paper. For use in his/her class presentation, the student provided the following information on poster paper: title, author, abstract, a few graphs or illustrations from the literature, conclusions, and references. (RM)

Predictors of Undergraduate Students' University Support Service Use during the First Year of University

ERIC Educational Resources Information Center

Julal, F. S.

2016-01-01

University support services can be a beneficial resource for students coping with personal stressors. This study investigated the predictors of service use by undergraduate students during their first year at university. Participants completed self-report measures of problem-solving effectiveness, psychological distress and perceived social…

[Interdisciplinary longitudinal curriculum "Medical psychology, psychotherapy and psychosomatics" (MPPP) at the University of Ulm].

PubMed

Allert, Gebhard; Gommel, Michael; Tamulionyté, Liudvika; Appelt, Matthias; Zenz, Helmuth; Kächele, Horst

2002-08-01

We report the clinical part of the longitudinal curriculum MPPP which was developed by the departments of Medical Psychology, Psychotherapy and Psychosomatic Medicine at the University of Ulm. The commitment and creativity of the participating students in their two undergraduate years inspired us to offer them an interest-guided curriculum for their six clinical semesters. Our paper reports the extensive results of two evaluations that we conducted during the clinical part of this new teaching-model. It became evident that we were successful in transferring continuous, intense and patient-centred psychosomatic and psychosocial contents. Yet the transfer of basic and methodological knowledge was not realised to the extent the students would have appreciated. The positive results of our project encouraged us to expand the concept of an interest-guided curriculum onto the whole academic education in psychotherapy and psychosomatic medicine at our university.

A distance education in undergraduate dietetic education.

PubMed

Benton-King, Carrie; Webb, Derek F; Holmes, ZoeAnn

2005-01-01

Distance education is an exploding phenomenon that allows people to pursue higher education on their own time, at a pace that meets their needs, in locations where there are no colleges and universities, or where there is not a desired program of study. This study examined the use of distance education in undergraduate dietetic education programs and the opportunities for obtaining an undergraduate degree in dietetics solely via distance education. A survey was sent to all directors (n = 279) of undergraduate programs accredited/approved by the Commission on Accreditation for Dietetics Education to determine the current status and projected future use of distance education in their institutions' on-campus programs. The survey had a 54% response rate. Approximately 32% (n = 150) of undergraduate dietetics programs offer distance education courses in some format. Institutions that offer nondietetics distance education courses were more likely to offer dietetics distance education courses. The most common distance education format utilized in dietetics was 100% Internet courses (48%). The most common distance education dietetics course offered was a basic or introductory nutrition course (31%). From the data of courses offered, or permitted to be transferred, it would not be possible for a student to complete an undergraduate degree in dietetics solely via distance education methodologies at the time this study was conducted.

May I see your ID, please? An explorative study of the professional identity of undergraduate medical education leaders.

PubMed

Sundberg, Kristina; Josephson, Anna; Reeves, Scott; Nordquist, Jonas

2017-02-01

The mission of undergraduate medical education leaders is to strive towards the enhancement of quality of medical education and health care. The aim of this qualitative study is, with the help of critical perspectives, to contribute to the research area of undergraduate medical education leaders and their identity formation; how can the identity of undergraduate medical education leaders be defined and further explored from a power perspective? In this explorative study, 14 educational leaders at a medical programme in Scandinavia were interviewed through semi-structured interviews. The data was analysed through Moustakas' structured, phenomenological analysis approach and then pattern matched with Gee's power-based identity model. Educational leaders identify themselves more as mediators than leaders and do not feel to any larger extent that their professional identity is authorised by the university. These factors potentially create difficulties when trying to communicate with medical teachers, often also with a weaker sense of professional identity, about medical education. The perceptions of the professional identity of undergraduate medical education leaders provide us with important notions on the complexities on executing their important mission to develop medical education: their perceptions of ambiguity towards the process of trying to lead teachers toward educational development and a perceived lack of authorisation of their work from the university level. These are important flaws to observe and correct when improving the context in which undergraduate medical education leaders are trying to develop and improve undergraduate medical programmes. A practical outcome of the results of this study is the facilitation of design of faculty development programmes for educational leaders in undergraduate medial education.

Investigation of Undergraduate Students' Environmental Attitudes

ERIC Educational Resources Information Center

Köse, Sacit; Savran Gencer, Ayse; Gezer, Kudret; Erol, Gül Hanim; Bilen, Kadir

2011-01-01

Environmental education has been viewed as an important way to educate students about environmental issues beginning from pre-school to higher education. This study is a part of this field- namely, undergraduate environmental education. The purpose of the study is to explore undergraduate students' attitudes towards environment at the end of the…

Personal and Professional Characteristics of Music Education Professors: Factors Associated with Expectations and Preferences of Undergraduate Students

ERIC Educational Resources Information Center

Robison, Tiger

2016-01-01

The purpose of this study was to examine music education undergraduate students' expectations of and preferences for their music education faculty members' personal and professional backgrounds and compare them to the actual backgrounds of current music teacher educators. The research questions were: Do music education undergraduate students…