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Showing 1 to 15 of 37 results Save | Export
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Bostwick, Keiko C. P.; Becker-Blease, Kathryn A. – Psychology Learning and Teaching, 2018
Having a growth mindset has been shown to predict better academic performance in a variety of educational settings. Efforts to instill a growth mindset through educational interventions have demonstrated positive effects on academic success. However, many of the interventions previously tested are relatively time intensive and costly for some…
Descriptors: Predictor Variables, Academic Achievement, Introductory Courses, Psychology
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Klopp, Eric; Stark, Robin – Psychology Learning and Teaching, 2018
The aim of this study is to investigate whether worked examples are effective in fostering psychology students' explanation competence. Explanation competence is a context-specific cognitive disposition that enables a person to construct a causal model of an observable psychological phenomenon by drawing on psychological theories. We set up a…
Descriptors: Foreign Countries, Instructional Materials, Psychology, College Students
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Skorinko, Jeanine Lee McHugh – Psychology Learning and Teaching, 2018
This paper describes a classroom demonstration that showcases how pre-existing beliefs (e.g., stereotypes) influence problem-solving. Across four studies, participants solved riddles with gender stereotype-consistent (e.g. doctor is male) or gender stereotype-inconsistent (e.g., doctor is female; barber is female) solutions. Solve time, perceived…
Descriptors: Sex Stereotypes, Social Attitudes, Problem Solving, Time
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Thomas, Nichole Gibbs; Thomas, Antonio Lamar – Psychology Learning and Teaching, 2018
Whether instructional-communication feedback sent to struggling students and succeeding students following course exams would significantly increase their exam scores and significantly decrease their exam-skipping behavior relative to students in the control group was investigated. An experimenter-blind study utilizing feedback and the…
Descriptors: Undergraduate Students, At Risk Students, Intervention, Tests
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Heyder, Anke; Bergold, Sebastian; Steinmayr, Ricarda – Psychology Learning and Teaching, 2018
Evidence-based knowledge about intellectual giftedness is important for identifying, counseling, and fostering intellectually gifted students. How much teachers actually know about intellectual giftedness is unclear because previous studies have relied solely on self-reports. This study aimed to: (a) develop a test for the assessment of teachers'…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Attitudes, Knowledge Level
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Butler, Allison G.; Lenore, Sandra; Nunez, Jenifer – Psychology Learning and Teaching, 2018
An innovative learning partnership took place between undergraduates in an educational psychology course and fifth graders at a local elementary school. The goals for the partnership were: (a) to use videoconferencing to provide educational psychology students with a window into a live classroom, thus allowing opportunities to see theories and…
Descriptors: Videoconferencing, Educational Psychology, Undergraduate Students, Grade 5
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Mallonee, Sybil; Phillips, Jennifer; Holloway, Kevin; Riggs, David – Psychology Learning and Teaching, 2018
Evidenced-based psychotherapies (EBPs) are primarily disseminated via in-person workshops, which have been shown to be effective in training clinicians. However, there is limited space at these workshops, they occur in limited locations, and the time and money required to travel to these workshops is limiting for many providers. An online virtual…
Descriptors: Evidence Based Practice, Workshops, Online Courses, Computer Simulation
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Soicher, Raechel N.; Gurung, Regan A. R. – Psychology Learning and Teaching, 2017
Previous research has indicated that an intervention called "exam wrappers" can improve students' metacognition when they are using wrappers in more than one course per academic term. In this study, we tested if exam wrappers would improve students' metacognition and academic performance when used in only one course per academic term. A…
Descriptors: Intervention, Metacognition, Academic Achievement, Student Improvement
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Spedding, Jason; Hawkes, Amy J.; Burgess, Matthew – Psychology Learning and Teaching, 2017
The initial year of university is often a sensitive period for new students. Commencing students may lack the necessary skills and resources to adapt to unfamiliar learning environments. One intervention demonstrating academic benefits is Peer Assisted Study Sessions (PASS). PASS is a structured peer led study group where students collectively…
Descriptors: College Freshmen, Attendance, Self Efficacy, Student Adjustment
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Koch, Helvi; Spörer, Nadine – Psychology Learning and Teaching, 2017
In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the…
Descriptors: Reading Comprehension, Reading Improvement, Reading Strategies, Student Improvement
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Bruno, Andreina; Dell'Aversana, Giuseppina – Psychology Learning and Teaching, 2017
Reflective journals have emerged as an effective means of monitoring and developing reflective practice in higher education, as part of a wider metacognitive strategy to transform traditional learning approaches. In addition, assessment procedures of reflective journals appear to be an important factor in enhancing commitment to learning and…
Descriptors: Reflection, Journal Writing, College Students, Feedback (Response)
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Boser, Julia; Scherer, Sonja; Kuchta, Kathrin; Wenzel, S. Franziska C.; Horz, Holger – Psychology Learning and Teaching, 2017
To improve teaching in higher education, teachers in psychology are encouraged to use evidence-based teaching, that is, to apply empirical findings regarding learning and teaching, when designing learning opportunities. This report illustrates the combination of evidence-based teaching and the Scholarship of Teaching and Learning in teaching…
Descriptors: Foreign Countries, Undergraduate Students, Psychology, Evidence Based Practice
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Falgares, Giorgio; Venza, Gaetano; Guarnaccia, Cinzia – Psychology Learning and Teaching, 2017
In this paper, we describe the advantages of an experiential training group, specifically conceived for psychology students, in which the goal was to activate reflection on the internalized social representations of professional identity. Our study showed the results of a pre-post comparison of a one-group intervention. It was aimed to demonstrate…
Descriptors: Psychologists, Professional Identity, Intervention, Experimental Groups
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Goldstein, Susan B. – Psychology Learning and Teaching, 2017
In response to recent research indicating that the benefits of study abroad are significantly enhanced by pre-departure training, tertiary institutions are increasingly offering pre-departure courses to students preparing to study abroad. Teachers of psychology are well positioned to contribute to such courses in that a large number of…
Descriptors: Study Abroad, Psychology, Cross Cultural Training, Student Experience
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Calma-Birling, Destany; Gurung, Regan A. R. – Psychology Learning and Teaching, 2017
Mindfulness practices improve cognition, emotional balance, and well-being in clinical and non-clinical populations. The bulk of mindfulness research in higher education has focused on improving psychological and cognitive variables, leaving academic performance largely unexplored. We investigated the effects of a brief mindfulness intervention on…
Descriptors: Metacognition, Intervention, Tests, Academic Achievement
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