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Teaching of Psychology2457
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Sundstrom, Eric D.; Hardin, Erin E.; Shaffer, Matthew J. – Teaching of Psychology, 2016
To extend prior findings on the motivational value of tiny, nonfinancial incentives, we conducted two quasi-experiments on the relationship of extra credit micro-incentives (ECMIs, worth =1% of course grade) and response rates for online course evaluations. Study 1 involved two advanced undergraduate psychology courses taught by the same…
Descriptors: Online Courses, Course Evaluation, Educational Policy, Incentives
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Ferrari, Anne – Teaching of Psychology, 2016
Research shows that a very small percentage of those who suffer from mental illness seek professional help and fear of stigma is a principal factor why individuals are reluctant to obtain assistance. This study evaluated whether using examples of celebrities' experiences with mental illness as a form of "contact" with a mentally ill…
Descriptors: Psychology, Teaching Methods, Help Seeking, Mental Disorders
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Boysen, Guy A.; Wells, Anna Mae; Dawson, Kaylee J. – Teaching of Psychology, 2016
College students have been increasingly demanding warnings and accommodations in relation to course topics they believe will elicit strong, negative emotions. These "trigger warnings" are highly relevant to Abnormal Psychology because of the sensitive topics covered in the course (e.g., suicide, trauma, sex). A survey of Abnormal…
Descriptors: Psychology, Controversial Issues (Course Content), Affective Behavior, Teaching Styles
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Fa-Kaji, Naomi; Nguyen, Linda; Hebl, Mikki; Skorinko, Jeanine – Teaching of Psychology, 2016
This article details a classroom demonstration of how gender differences in cognitive schemas can result in men and women differentially interpreting the same information. Students heard a series of six homonyms (e.g., bow and nail) spoken aloud and wrote down the first word with which they free-associated each homonym. When hearing the words…
Descriptors: Quasiexperimental Design, Undergraduate Students, Gender Differences, Ambiguity (Semantics)
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Slavich, George M. – Teaching of Psychology, 2016
Life stress is a central construct in many models of human health and disease. The present article reviews research on stress and health, with a focus on (a) how life stress has been conceptualized and measured over time, (b) recent evidence linking stress and disease, and (c) mechanisms that might underlie these effects. Emerging from this body…
Descriptors: Life Style, Life Satisfaction, Stress Variables, Literature Reviews
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Travis, Lisa L.; Hudson, Nathan W.; Henricks-Lepp, Genevieve M.; Street, Whitney S.; Weidenbenner, Jennifer – Teaching of Psychology, 2016
This study investigated the influence of team-based learning (TBL) methods on exam performance and student satisfaction in an introductory psychology class. Fifteen instructors teaching 29 sections (with a combined enrollment of approximately 1,130 students) were randomly assigned to use TBL for 7 of 12 major topics or to use lecture. All students…
Descriptors: Introductory Courses, Psychology, Teamwork, Cooperative Learning
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Griggs, Richard A.; Christopher, Andrew N. – Teaching of Psychology, 2016
It is important to assess periodically how introductory textbooks portray our discipline because introductory psychology is the most popular psychology course, almost all teachers use textbooks for it, and textbooks play a major role in defining the course for students. To do so, past studies have used textbook citation analyses. We analyzed…
Descriptors: Introductory Courses, Psychology, Textbooks, Textbook Content
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Asgari, Shaki; Carter, Frederick, Jr. – Teaching of Psychology, 2016
The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern…
Descriptors: Undergraduate Students, Peer Teaching, Mentors, Academic Achievement
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Bartels, Jared M.; Milovich, Marilyn M.; Moussier, Sabrina – Teaching of Psychology, 2016
The present study examined the coverage of Stanford prison experiment (SPE), including criticisms of the study, in introductory psychology courses through an online survey of introductory psychology instructors (N = 117). Results largely paralleled those of the recently published textbook analyses with ethical issues garnering the most coverage,…
Descriptors: Introductory Courses, Psychology, Online Surveys, Social Science Research
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LoSchiavo, Frank M. – Teaching of Psychology, 2016
Instructors often use spreadsheet software (e.g., Microsoft Excel) in their statistics courses so that students can gain experience conducting computerized analyses. Unfortunately, students tend to make several predictable errors when programming spreadsheets. Without immediate feedback, programming errors are likely to go undetected, and as a…
Descriptors: Statistics, Spreadsheets, Courseware, Programming
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Karazsia, Bryan T.; Wong, Kendal – Teaching of Psychology, 2016
Quantitative and statistical literacy are core domains in the undergraduate psychology curriculum. An important component of such literacy includes interpretation of visual aids, such as tables containing results from statistical analyses. This article presents results of a quasi-experimental study with longitudinal follow-up that tested the…
Descriptors: Quasiexperimental Design, Followup Studies, Undergraduate Students, Visual Aids
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Kite, Mary E.; Bryant-Lees, Kinsey Blue – Teaching of Psychology, 2016
Over the past several decades, the shifting social climate has led to a steady increase in legal rights, social acceptance, and visibility for lesbian, gay, bisexual, and transgender (LGBT) people. However, there are still marked individual differences in levels of sexual prejudice as well as varying levels of comfort and exposure to the LGBT…
Descriptors: Homosexuality, Social Bias, Social Attitudes, Sexual Orientation
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Deichert, Nathan T.; Maxwell, Shannon J.; Klotz, Joseph – Teaching of Psychology, 2016
The current study is a quasi-experimental examination of the effects of traditional and accelerated course formats on learning retention. The study analyzed data on an end-of-course exam collected from 132 students enrolled in introductory psychology courses across 3 course formats: a traditional 16-week format, a 5-week accelerated format, and an…
Descriptors: Retention (Psychology), Introductory Courses, Psychology, Acceleration (Education)
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Peterson, Daniel J. – Teaching of Psychology, 2016
There are but a handful of experimental or quasi-experimental studies comparing student outcomes from flipped or inverted classrooms to more traditional lecture formats. In the current study, I present cumulative exam performance and student evaluation data from two sections of a statistics course I recently taught: one a traditional lecture (N =…
Descriptors: College Students, Introductory Courses, Statistics, Academic Achievement
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Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan; Zong, Xiaoli – Teaching of Psychology, 2016
Previous research indicated that service learning (SL) is an effective pedagogy to improve students' problem-solving ability and increase their classroom engagement. However, studies on SL are rare in China. This study examined the effects of SL on the problem solving of Chinese undergraduate students as well as the mechanism through which it…
Descriptors: Service Learning, Problem Solving, Teaching Methods, Learner Engagement
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