Journal articles on the topic 'Degree Discipline: Psychology'
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Tyustina, G. G., and O. V. Skvortsova. "PROFESSIONAL TRAINING OF FUTURE PSYCHOLOGISTS FOR PSYCHOLOGY TEACHING IN GENERAL EDUCATIONAL INSTITUTIONS (SCHOOLS)." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 94–102. http://dx.doi.org/10.36906/2311-4444/19-4/14.
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The problem stated is conditioned by the professional training of future physiologists for teaching psychology in general educational institutions according to the norms of new Federal Educational Standards of Higher Education regulating the formation of the professional competences which are demanded for a Bachelor’s Degree holder to teach psychology in school, spread psychological literacy among students, estimate educational processes in school using the up-today methods and innovative technologies in teaching. These days the problem of the impact of the applied disciplines to the professional training of future psychologists remains in demand though being not investigated deep enough. The paper presents the outlook of practical experience of professional training of students taking the Bachelor’s Degree Program in Psychology at the Faculty of Pedagogy and Psychology of Nizhnevartovsk State University The author reveals the importance of the applied discipline “The Methods of Psychology Teaching in General Educational Institutions” and states the impact that the discipline provides to the professional training of future psychologists through pointing out the aims of the discipline the demands for the students’ results and achievements and the analysis of the discipline content and the teaching methods it requires. The article states the feasibility of integration of theoretical and practical training aspects while the discipline teaching that supposes planning the class activities in the way that provides the interrelation of theoretical knowledge and practical skills of the students. The approach stimulates students’ individual research work in the field of future profession, their individual development and ability to work out the information creatively.
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Sokhranov-Preobrazhensky, Vladimir. "Regulatory competence as a factor of semantic co-directed interaction of teachers and students of master’s degree." SHS Web of Conferences 70 (2019): 01014. http://dx.doi.org/10.1051/shsconf/20197001014.
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the urgency of consideration of the semantic interaction of teachers and students through the development of their readiness for samoregulyatsiya competent regulatory support individual trajectory of professional and didactic actions on the basis of the integrative personal characteristics; the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directed interaction of teachers and students of the master’s degree of the University in the course of teaching the discipline “Acmeological foundations of identity and meaning formation”is considered. Data on the results obtained and criteria for effective evaluation of the results of the process under study are presented. The substantiation of the concept of “educational semantic Elevator” implemented by students as a trajectory of individual and personal self-development in the conditions of psychological and pedagogical support from teachers and psychologists is presented;.semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the course of studying of disciplines of a psychological and pedagogical cycle; qualitative characteristics of the co-directed semantic professionally significant didactic interaction. Abstract: the article deals with the process of implementation of the program of interactive development of regulatory competence as a factor of semantic co-directional interaction of teachers and students of the master’s degree in the course of teaching the discipline “acmeological basis of identification and meaning formation”. Provides information about the results obtained and the criteria for an effective evaluation of the results of the process under study. The substantiation of semantic conditionality of development of regulatory competence in professionally directed didactic interaction of teachers and students of faculties of pedagogy and psychology in the process of studying disciplines of psychological and pedagogical cycle is presented.
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Byford, Andy. "Psychology at High School in Late Imperial Russia (1881–1917)." History of Education Quarterly 48, no. 2 (May 2008): 265–97. http://dx.doi.org/10.1111/j.1748-5959.2008.00143.x.
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Secondary education is one key area in which academic disciplines build their identity and legitimacy in the public realm. The public image of a science is, of course, constructed by a variety of means and on different platforms, including the generalist media and the lively industry of scientific popularization. However, the school occupies a unique role in representations of science because of its greater degree of formal continuity with the academic environment. The successful institutionalization and maintenance of any discipline depends on it taking root, in some form at least, in the system of public instruction. Because education both fosters and depends on disciplinary reproduction, the concrete shape that school subjects take is of great consequence to the long-term development of related sciences.
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LOPES, Juliana Crespo, Francielly de Oliveira Müller LIMA, Sandra Ferraz de Castilho Dourado FREIRE, and Lucia Helena Cavasin Zabotto PULINO. "Uma Formação Pedagógico-Reflexiva em Psicologia: Análise de Diários de Aprendizagem." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 27, no. 2 (2021): 159–68. http://dx.doi.org/10.18065/2021v27n2.3.
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The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.
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Mercer, Jenny, Paul Sander, Stella Williams, and Tim Jones. "Emotions or Science? Pre–tertiary males’ accounts of psychology as a subject choice." Psychology Teaching Review 19, no. 1 (2013): 9–20. http://dx.doi.org/10.53841/bpsptr.2013.19.1.9.
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It is well established that the number of males studying psychology in the UK, both at A–level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre–tertiary males (some of whom were studying psychology and some of whom were not) to discuss their perceptions of the discipline in terms of its scientific status and gendered associations with females. A thematic analysis revealed that participants positioned psychology as ‘a sort’ of science, with a diverse subject base, much of which was not considered appropriate or relevant for males to study. The implications of this are discussed in terms of the inherent challenges it reveals in attracting men to study psychology, debating what could be done to make the discipline more appealing to males.
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Leonard, Carrie, and Victoria Violo. "Gender Equality in Gambling Student Funding: A Brief Report." Critical Gambling Studies 2, no. 1 (May 19, 2021): 68–75. http://dx.doi.org/10.29173/cgs59.
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Acknowledgement of gender disparity in academia has been made in recent years, as have efforts to reduce this inequality. These efforts will be undermined if insufficient numbers of women qualify and are competitive for academic careers. The gender ratio at each graduate degree level has been examined in some studies, with findings suggesting that women’s representation has increased, and in some recent cases, achieved equality. These findings are promising as they could indicate that more women will soon qualify for early-career academic positions. Most of these studies, however, examine a specific—or narrow subset—of academic disciplines. Therefore, it remains unclear if these findings generalize across disciplines. Gambling researchers, and the graduate students they supervise, are a uniquely heterogeneous group representing multiple academic disciplines including health sciences, math, law, psychology, and sociology, among many more. Thus, gambling student researchers are a group who can be examined for gender equality at postgraduate levels, while reducing the impact of discipline specificity evident in previous investigations. The current study examined graduate-level scholarships from one Canadian funding agency (Alberta Gambling Research Institute), awarded from 2009 through 2019, for gender parity independent of academic discipline.
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Haslam, N., and D. Lusher. "The structure of mental health research: networks of influence among psychiatry and clinical psychology journals." Psychological Medicine 41, no. 12 (June 1, 2011): 2661–68. http://dx.doi.org/10.1017/s0033291711000821.
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BackgroundPsychiatry and clinical psychology are the two dominant disciplines in mental health research, but the structure of scientific influence and information flow within and between them has never been mapped.MethodCitations among 96 of the highest impact psychiatry and clinical psychology journals were examined, based on 10 052 articles published in 2008. Network analysis explored patterns of influence between journal clusters.ResultsPsychiatry journals tended to have greater influence than clinical psychology journals, and their influence was asymmetrical: clinical psychology journals cited psychiatry journals at a much higher rate than the reverse. Eight journal clusters were found, most dominated by a single discipline. Their citation network revealed an influential central cluster of ‘core psychiatry’ journals that had close affinities with a ‘psychopharmacology’ cluster. A group of ‘core clinical psychology’ journals was linked to a ‘behavior therapy’ cluster but both were subordinate to psychiatry journals. Clinical psychology journals were less integrated than psychiatry journals, and ‘health psychology/behavioral medicine’ and ‘neuropsychology’ clusters were relatively peripheral to the network.ConclusionsScientific publication in the mental health field is largely organized along disciplinary lines, and is to some degree hierarchical, with clinical psychology journals tending to be structurally subordinate to psychiatry journals.
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Hayes, Nicky. "What Makes a Psychology Graduate Distinctive?" European Psychologist 1, no. 2 (January 1996): 130–34. http://dx.doi.org/10.1027/1016-9040.1.2.130.
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This paper explores the question of what an individual gains from having undertaken and completed an undergraduate (a 3-year bachelor) degree in psychology in the United Kingdom. It addresses the question in two ways. The first is by describing a set of skills and knowledge which an individual can be expected to acquire as a direct result of taking psychology as a subject. These fall into three groups: first, specific skills such as numeracy and literacy; second, knowledge resulting directly from the content of a psychology degree (bearing in mind that these can vary considerably in content and orientation); and third, synthetic skills derived from the epistemological characteristics of psychology as an academic discipline. The paper then goes on to discuss some of the more general outcomes of, or benefits from, the study of psychology. It addresses the question of psychology as a liberal education, and of the internalized and automatized nature of much psychological knowledge, since the latter often acts as a barrier to a full awareness of what an individual has actually gained from their course.
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Carlson, Emily, and Ian Cross. "Reopening the Conversation Between Music Psychology and Music Therapy." Music Perception 39, no. 2 (December 1, 2021): 181–201. http://dx.doi.org/10.1525/mp.2021.39.2.181.
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Although the fields of music psychology and music therapy share many common interests, research collaboration between the two fields is still somewhat rare. Previous work has identified that disciplinary identities and attitudes towards those in other disciplines are challenges to effective interdisciplinary research. The current study explores such attitudes in music therapy and music psychology. A sample of 123 music therapists and music psychologists answered an online survey regarding their attitudes towards potential interdisciplinary work between the two fields. Analysis of results suggested that participants’ judgements of the attitudes of members of the other discipline were not always accurate. Music therapists indicated a high degree of interest in interdisciplinary research, although in free text answers, both music psychologists and music therapists frequently characterized music therapists as disinterested in science. Music therapists reported seeing significantly greater relevance of music psychology to their own work than did music psychologists of music therapists. Participants’ attitudes were modestly related to their reported personality traits and held values. Results overall indicated interest in, and positive expectations of, interdisciplinary attitudes in both groups, and should be explored in future research.
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Fawcett, Jacqueline. "Thoughts About Teaching: A Nursing Discipline–Specific Perspective of Lifespan Growth and Development." Nursing Science Quarterly 35, no. 4 (September 28, 2022): 494–97. http://dx.doi.org/10.1177/08943184221115110.
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This essay addresses a nursing discipline- specific approach to teaching a course about lifespan growth and development. This course may be a requirement for the baccalaureate degree in nursing, offered as a pre-requisite to the nursing major or relevant content may be integrated into clinical courses. Noteworthy is that the content for the course frequently is drawn from the field of developmental psychology. In this essay, I offer a nursing-discipline specific approach guided by Meleis’ transitions framework and the Roper-Logan-Tierney model of nursing based on activities of daily living.
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Fung, Heidi, Jin Li, and Chi Kwan Lam. "Multi-faceted discipline strategies of Chinese parenting." International Journal of Behavioral Development 41, no. 4 (June 9, 2017): 472–81. http://dx.doi.org/10.1177/0165025417690266.
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Parental disciplining of their misbehaving children continues to draw much research attention. Baumrind’s typology of parenting styles has been frequently used to classify Chinese parenting as more authoritarian. Although influential, research tends predominantly to focus on abstract characterization. Yet, parenting is a practice informed by specific cultural ethnotheories and enacted in response to their children’s behavior in specific contexts. Our study attempted to explore this type of disciplining in situ. We interviewed 89 mothers from Taiwan (45) and Hong Kong (44) with children from near the end of infancy to beginning-school age. Mothers were asked to share their disciplinary strategies for handling four hypothetical yet common situations in which children misbehaved. These situations varied in setting, social distance among participants, possible consequences, nature of rules involved, and degree of conflict. We found five strategy types. Moreover, mothers prioritized them differently for different situations. Finally, we identified four ways of using strategies: single, contingent, simultaneous, or ratcheting-up. Depending on their strategies in a given situation, these uses also varied. We were compelled to conclude that Chinese parenting is more multi-faceted than has been typically portrayed in research. Implications for future research on parenting across cultures are discussed.
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Uz, Irem, and Markus Kemmelmeier. "Can deception be desirable?" Social Science Information 56, no. 1 (November 1, 2016): 98–106. http://dx.doi.org/10.1177/0539018416675070.
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Critics of deception in research allege harm to society, the discipline of psychology, the researchers and participants. However, neither empirical findings nor a ‘reasonable-person’ test seem to support those allegations. By and large, researchers who use deception consider its costs and benefits, and the kind and degree of deceit that is typically used in psychology is of a benevolent type. Moreover, participants prefer to participate in deception research rather than its non-deceptive alternatives. In the light of these premises, we argue that deception can be desirable, especially when considering cost and benefits to research participants.
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Sirigatti, Saulo, and Silvia Casale. "Psicologia della salute e psicologia clinica: oppure psicologia clinica della salute." PSICOLOGIA DELLA SALUTE, no. 3 (March 2009): 47–58. http://dx.doi.org/10.3280/pds2008-003005.
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- Clinical health psychology is a specialty widely recognized because of its evidence based practice, its contribution to an integrated health care system, and the costeffectiveness of its services. The specialty of clinical health psychology applies scientific bio-psycho-social knowledge to the promotion and maintenance of health, to the prevention, treatment and rehabilitation of illness and disability, and to promotion of the health care system. The distinct focus of clinical health psychology is on physical health problems, as delineated by ICD-10. In this article the authors review its definition, provide a brief overview of practice in the specialty, address the training in clinical health psychology. The greater degree of focused science and practice in a specialty is the consequence of advances of the discipline and profession of psychology. In every case, the future holds a variety of important challenges and opportunity in research, practice, training and policy. Key words: clinical health psychology, bio-psycho-social model, clinical psychology, health psychology, education and training, specialization.
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O'Hare, Liam, and Carol McGuinness. "Skills and Attributes Developed by Psychology Undergraduates: Ratings by Undergraduates, Postgraduates, Academic Psychologists and Professional Practitioners." Psychology Learning & Teaching 4, no. 1 (March 2005): 35–42. http://dx.doi.org/10.2304/plat.2004.4.1.35.
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The question of graduate skills and attributes is increasingly central in higher education. In addition, the specification of both subject-specific and generic skills for each discipline was part of Quality Assurance Agency's (QAA) benchmarking exercise. This paper reports what skills and attributes are well developed in a psychology degree, through the ratings of four pertinent groups. Fifty student skills and attributes (derived from the QAA Graduate Standards Programme) were rated on a five-point scale by undergraduates (n = 30), postgraduates (n = 42), academic psychologists (n = 20) and professional practitioners (n = 18). Each person was asked to rate how well a psychology degree promoted the development of each skill/attribute. Factor analysis yielded three higher order groupings which were labelled: (i) thinking skills (including interpreting and evaluating information, testing hypotheses, critical reasoning); (ii) self-management skills (including time management, self-discipline, organising,); and (iii) corporate management skills (including managing people and resources, negotiating, networking). Analysis of variance showed that thinking skills were rated highest across all groups, followed by self-management skills. Corporate-management skills were rated as least well developed. However, skill development in general was considered just above average (rated 3.54 on a 5 point scale). For the most part, academics and practitioners rated skill development lower than the student groups. Academics rated thinking skills and professional practitioners rated self-management skills significantly lower than the student groups. All groups agreed that ‘corporate-management skills’ were least well developed in psychology undergraduate courses. The implications of these results for curriculum development, for developing awareness of skills and attributes and for communication between the different groups are discussed.
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McCarthy, Mary Rose, and Leslie C. Soodak. "The Politics of Discipline: Balancing School Safety and Rights of Students with Disabilities." Exceptional Children 73, no. 4 (July 2007): 456–74. http://dx.doi.org/10.1177/001440290707300404.
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The present study examined how public school administrators negotiate discipline policies that are intended to protect the common good and the educational rights of students with disabilities. We investigated the political nature of these decisions and the strategies used in reaching them through interviews with administrators in 9 public high schools in New York State. Administrators were aware of a tension between individual rights and the common good when resolving discipline issues. The degree of tension was affected by a variety of factors including the way in which discipline hearings were conducted and the availability of resources. Finally, we found that administrators rely heavily on negotiating skills and processes as they implement policies that sometimes reflect competing democratic values.
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Watson, Don, Manfred Krug, and Claus-Christian Carbon. "The relationship between citations and the linguistic traits of specific academic discourse communities identified by using social network analysis." Scientometrics 127, no. 4 (February 21, 2022): 1755–81. http://dx.doi.org/10.1007/s11192-022-04287-9.
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AbstractFor a research article (RA) to be accepted, not only for publication, but also by its readers, it must display proficiency in the content, methodologies and discourse conventions of its specific discipline. While numerous studies have investigated the linguistic characteristics of different research disciplines, none have utilised Social Network Analysis techniques to identify communities prior to analysing their language use. This study aims to investigate the language use of three highly specific research communities in the fields of Psychology, Physics and Sports Medicine. We were interested in how these language features are related to the total number of citations, the eigencentrality within the community and the intra-network citations of the individual RAs. Applying Biber’s Multidimensional Analysis approach, a total of 771 RA abstracts published between 2010 and 2019 were analysed. We evaluated correlations between one of three network characteristics (citations, eigencentrality and in-degree), the corpora’s dimensions and 72 individual language features. The pattern of correlations suggest that features cited by other RAs within the discourse community network are in almost all cases different from those that are cited by RAs from outside the network. This finding highlights the challenges of writing for both a discipline-specific and a wider audience.
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O’Doherty, Kieran C. "Theoretical dialogue and interdisciplinary relevance: Thirty years of Theory & Psychology." Theory & Psychology 30, no. 6 (December 2020): 745–58. http://dx.doi.org/10.1177/0959354320981420.
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The 30th year of publication of Theory & Psychology has coincided with local and global disruption and upheaval. The COVID-19 pandemic has affected everyone, and in so doing has reemphasized (and in some instances reinforced and exacerbated) systemic inequities. The year has also been characterized by a resurgence of the Black Lives Matter movement and antiracism protests, as well as counter protests from the far right. There has been a dramatic upsurge in public disagreement about knowledge claims in what some have been calling a post-truth world. Given this, it is worth reexamining the role of theoretical psychology in the discipline and beyond. The occasion of the 30-year anniversary of Theory & Psychology is used to reaffirm the vibrancy and relevance of theoretical work in psychology. The question is raised to what degree we have an obligation to make our theoretical work intelligible beyond the specific scholarly communities engaged in work similar to our own. Ten articles featured in this anniversary issue are introduced.
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Thompson, Ross, Judith Wylie, and Donncha Hanna. "Maths anxiety in psychology undergraduates: A mixed–methods approach to formulating and implementing interventions." Psychology Teaching Review 22, no. 1 (2016): 58–68. http://dx.doi.org/10.53841/bpsptr.2016.22.1.58.
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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 study in this paper used focus groups to identify, from psychology undergraduate and postgraduate students, potential interventions that could be used to reduce anxiety in an undergraduate sample. The second study implemented those interventions that were deemed valid and practical on a sample of 246 psychology first and second year undergraduates. The effectiveness of these interventions was mixed, but does suggest further avenues that tertiary educational institutions could take to reduce maths anxiety in their student body, in particular enhancing the use of real–life examples in quantitative methods teaching.
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Martines, Elizabeth Antônia Leonel de Moraes. "PSICOLOGIA EDUCACIONAL NAS LICENCIATURAS: reflexões sobre (e para) reformulação curricular." InterEspaço: Revista de Geografia e Interdisciplinaridade 3, no. 10 (January 24, 2018): 07. http://dx.doi.org/10.18764/2446-6549.v3n11p07-34.
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EDUCATIONAL PSYCHOLOGY IN THE LICENCIATURES: reflections on (and for) curricular reformulationPSICOLOGÍA EDUCACIONAL EN LAS LICENCIATURAS: reflexiones sobre (y para) reformulación curricularEste trabalho tem por objetivo analisar a práxis formativa e de criação e reformulação curricular da disciplina de Psicologia da Educação na licenciatura de Ciências Biológicas em uma universidade amazônica, a Universidade Federal de Rondônia (UNIR). O método utilizado se apoia na pesquisa narrativa e o trabalho consiste num ensaio em que se discute: o método de narrativa autobiográfica contextualizando o trabalho; a constituição do campo do currículo em sua relação com a construção da ciência psicológica; a interdisciplinaridade da Psicologia Educacional e sua inserção nas licenciaturas, especialmente na formação de professores da área de Ciências e Biologia, com uma síntese das principais correntes e teorias da Psicologia que podem contribuir para esta formação e se conclui com uma proposta de disciplina a partir da prática docente como formadora de professores de Ciências e Biologia em uma universidade amazônica.Palavras-chave: Psicologia da Educação; Narrativa Autobiográfica; Currículo; Formação de Professores.ABSTRACTThis work aims to analyze the formative praxis and curricular creation and reformulation of the discipline of Educational Psychology in the degree of Biological Sciences in an Amazonian university, the Federal University of Rondônia (UNIR). The method used is based on narrative research and the work consists of an essay in which the autobiographical narrative method is contextualized; the constitution of the field of curriculum in its relation with the construction of psychological science; the interdisciplinarity of Educational Psychology and its insertion in the degrees, especially in the training of teachers in the area of Sciences and Biology, with a synthesis of the main currents and theories of Psychology that can contribute to this formation and concludes with a proposal of discipline from the teaching practice as teacher trainer of Science and Biology at an Amazon university.Keywords: Psycology of Education; Autobiographical Narrative; Curriculum; Training Teachers.RESUMENEste trabajo tiene por objetivo analizar la praxis formativa y de creación y reformulación curricular de la disciplina de Psicología de la Educación en la licenciatura de Ciencias Biológicas en una universidad amazónica, la Universidad Federal de Rondônia (UNIR). El método utilizado se apoya en la investigación narrativa y el trabajo consiste en un ensayo en que se discute: el método de narrativa autobiográfica contextualizando el trabajo; la constitución del campo del currículo en su relación con la construcción de la ciencia psicológica; la interdisciplinariedad de la Psicología Educativa y su inserción en las licenciaturas, especialmente en la formación de profesores del área de Ciencias y Biología, con una síntesis de las principales corrientes y teorías de la Psicología que pueden contribuir para esta formación y se concluye con una propuesta de disciplina a partir de la propuesta práctica docente como formadora de profesores de Ciencias y Biología en una universidad amazónica.Palabras clave: Psicología Educativa; Narrativa Autobiográfica; Currículo; Formación de Profesores.
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SCHMIDT, LEIGH ERIC. "PORTENTS OF A DISCIPLINE: THE STUDY OF RELIGION BEFORE RELIGIOUS STUDIES." Modern Intellectual History 11, no. 1 (March 5, 2014): 211–20. http://dx.doi.org/10.1017/s1479244313000395.
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Academic disciplines, including departments of history, emerged slowly and unevenly in the second half of the nineteenth century. Professional societies, including the American Historical Association (AHA) at its founding in 1884, were generally tiny organizations, a few would-be specialists collecting together to stake a claim on a distinct scholarly identity. Fields of study were necessarily fluid—interdisciplinary because they remained, to a large degree, predisciplinary. As fields went, the study of religion appeared especially amorphous; it was spread out across philology, history, classics, folklore, anthropology, archaeology, psychology, sociology, and oriental studies. Adding to the complexity more than simplifying it was the persisting claim that the study of religion belonged specifically (if not exclusively) to theology and hence to seminaries and divinity schools. Elizabeth A. Clark'sFounding the Fathersilluminates the importance of Protestant theological institutions in shaping the study of religion in nineteenth-century America, suggesting, in particular, how well-trained church historians pointed the way toward disciplinary consolidation and specialization. Marjorie Wheeler-Barclay'sScience of Religion, by contrast, explores the leading British intellectuals responsible for extending the study of religion across a broad swath of the new human sciences. Together these two books offer an excellent opportunity to reflect on what religion looked like as a learned object of inquiry before religious studies fully crystallized as an academic discipline in the middle third of the twentieth century. Clark opens the introduction to her book with an epigraph from Hayden White: “The question is, What is involved in the transformation of a field of studies into a discipline?” (1). What indeed?
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Furnham, Adrian, Inés Callahan, and Richard Rawles. "Adults' Knowledge of General Psychology." European Psychologist 8, no. 2 (January 2003): 101–16. http://dx.doi.org/10.1027//1016-9040.8.2.101.
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This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variability in the extent to which participants checked the correct answer, with an overall average of only 56% (just above chance). There was no statistical difference between the two groups in knowledge overall or in any particular areas. A regression showed books read and belief in the scientific nature of psychology to be the best predictors of overall knowledge. In the second study, 94 first-year students at the beginning of their course and 136 student applicants completed a 114-item questionnaire derived from a different textbook, this time focusing on child development. There was no difference in the correct responses between a psychology-student and nonstudent group, with both groups getting around 53% of the answers correct. Interest in, and experience of, psychology did not predict total correct scores. Like previous studies in the area, the results failed to indicate any major variables that predict knowledge of psychological processes.
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Barber, Paul. "Critical Analysis of Psychological Research: Rationale and Design for a Proposed Course for the Undergraduate Psychology Curriculum." Psychology Learning & Teaching 2, no. 2 (June 2002): 95–101. http://dx.doi.org/10.2304/plat.2002.2.2.95.
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Critical thinking about psychological research appears seldom to be taught to an advanced level on UK psychology degrees, or to be allocated a substantial amount of learning/teaching time at any level. It is likely that students may graduate with an inaccurate and passive uncritical view of discipline knowledge unless the relevant skills needed to appraise that knowledge are acquired. A common assumption seems to be that this is implicitly recognised in traditional research methods teaching, and the skills are therefore emergent from conventional lectures, practicals and research projects. Since the manifold pressures on students and teachers combine to increase the reliance on secondary sources, the explicit provision of a course in critical thinking about research should be considered. It is argued that this is best offered at a relatively late stage in a psychology degree programme. Since psychology graduates are more likely to become research users than research producers, it is argued that skills training for critical analysis of research reports will be professionally advantageous. A framework for a critical analysis course is described to enable students to undertake a comprehensive critical appraisal of a research article. This is based on a long-established final-year course that treats critical analysis, of published research papers, as the vehicle for training students to treat the literature with more circumspection, and the respect it deserves.
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Doliński, Dariusz. "Is Psychology Still a Science of Behaviour?" Social Psychological Bulletin 13, no. 2 (May 29, 2018): e25025. http://dx.doi.org/10.5964/spb.v13i2.25025.
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Since the 1970s, social psychology has examined real human behaviour to an increasingly smaller degree. This article is an analysis of the reasons why this is so. The author points out that the otherwise valuable phenomenon of cognitive shift, which occurred in social psychology precisely in the 1970s, naturally boosted the interest of psychologists in such phenomena like stereotypes, attitudes, and values; at the same time, it unfortunately decreased interest in others, like aggression, altruism, and social influence. In recent decades, we have also witnessed a growing conviction among psychologists that explaining why people display certain reactions holds greater importance than demonstrating the conditions under which people display these reactions. This assumption has been accompanied by the spread of statistical analysis applied to empirical data, which has led to researchers today generally preferring to employ survey studies (even if they are a component of experiments being conducted) to the analysis of behavioural variables. The author analyses the contents of the most recent volume of “Journal of Personality and Social Psychology”, and argues that it is essentially devoid of presentations of empirical studies in which human behaviours are examined. This gives rise to the question of whether social psychology remains a science of behaviour, and whether such a condition of the discipline is desirable.
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Gur'eva, V., Valentina Makarova, and Irina Ivanova. "Prevention of conflicts in youth environment." Applied psychology and pedagogy 7, no. 1 (January 14, 2022): 51–59. http://dx.doi.org/10.12737/2500-0543-2022-7-1-51-59.
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The article is devoted to the problem of conflict prevention in the youth environment, which is one of the most relevant in the context of modern socio-cultural conditions. The article reveals the role of the organizer of work with youth in organizing the prevention of various conflicts in the youth environment, discusses some methods, techniques and techniques for preventing conflicts, as well as techniques for getting out of conflict situations. The content of the article is based on a theoretical analysis of domestic and foreign literature on psychology, sociology and pedagogy in the field of conflict prevention and management in the youth environment, the formation of conflictological competence of young people. The proposed materials can be used in the process of teaching students in the direction of training Organization of work with youth, levels of higher education - bachelor's, master's degree in the process of mastering the relevant disciplines, in particular, the discipline "Social problems of youth", "Prevention of conflicts in the youth environment", " Psychological and pedagogical foundations of work with youth ”
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MacLeod, Colin. "Cognition in Clinical Psychology: Measures, Methods or Models?" Behaviour Change 10, no. 3 (September 1993): 169–95. http://dx.doi.org/10.1017/s0813483900005519.
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This paper critically examines the recent impact of cognitivism upon the field of clinical psychology, and concludes that certain criteria of scientific adequacy have been compromised. The argument is developed that the introduction of information processing constructs to theoretical models of psychopathology has made a potentially valuable contribution to the discipline; but that the acceptance of mental events as dependent measures has severely undermined the scientific credibility of experimental attempts to evaluate such models. It is proposed that future progress will require the adoption of a particular methodological constraint. Specifically, it is suggested that cognitive explanations of psychopathology can only be tested adequately by evaluating the validity of the behavioural predictions that they generate. Using examples of recent research that has investigated the cognitive characteristics of vulnerability to anxiety and depression, an attempt is made to demonstrate that adherence to this proposed constraint not only is possible, but actually provides a far greater degree of understanding than could be attained through the use of alternative methodologies. It is postulated that the future scientific status of clinical psychology may depend upon our collective response to the issues that are raised in this paper.
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Fleming, Alison, Brian Phillips, Melissa Manninen-Luse, Lesley O. Irizarry, and Terrie Hylton. "Professional Identity, Professional Associations, and Recruitment: Perspectives of Current Doctoral Students and Recent Graduates of Rehabilitation Programs." Rehabilitation Research, Policy, and Education 25, no. 2 (February 1, 2011): 63–72. http://dx.doi.org/10.1891/2168-6653.25.2.63.
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This study was an exploratory investigation of the perceptions of current doctoral students and recent graduates from rehabilitation counseling and rehabilitation psychology programs on professional identity, professional associations, and recruitment. These three issues were selected based on the likelihood that students and recent graduates would have a different perspective than current leaders who are in the process of addressing these issues and would provide useful information. Participants' professional identities varied, but most felt that a unified identity for the discipline is important; a high percentage of participants held membership in at least one professional association; and most participants reported a willingness to recommend a master's or doctoral degree in rehabilitation counseling to a relative or friend.
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Putu Indra Ari Purnama. "IMPLEMENTASI SISTEM INFORMASI REKAPITULASI MANAJEMEN JADWAL KUNJUNGAN (SIREMAJAKU) PRIMAKARA)." Journal of Applied Management and Accounting Science 1, no. 1 (December 18, 2019): 56–64. http://dx.doi.org/10.51713/jamas.v1i1.9.
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In college, a person will study a more specific discipline such as psychology, law, economics, literature, engineering, medicine, and so forth. People who are studying in college are called students (Setiawan). By studying in tertiary institutions, students can gain additional knowledge and insights that can be used in life and to prepare for their future. In addition, by studying in tertiary institutions, students can get a degree, namely a bachelor's degree. Until now, it continues to grow and emerge rapidly with Private Universities with their respective fields of knowledge and excellence in competing to show their charm to attract prospective new students who will study at the College. The tighter competition between private universities, the greater the challenges faced by these private universities to develop their tertiary institutions. One way that can be done by Higher Education the private sector so that they can develop themselves well is by increasing the number of students and maintaining good relations with schools from prospective students.
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Nabok, А. І., and І. V. Borysenko. "CONTENT PECULIARITIES OF THE ACADEMIC DISCIPLINE «FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES» (ON THE BASIS OF MA SPECIALITY «PSYCHOLOGY»)." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, no. 1 (June 22, 2022): 131–40. http://dx.doi.org/10.32755/sjeducation.2022.01.131.
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Recent sociological surveys reflect direct dependence of economic growth in European countries on the level of their citizens’ skills of English as the Language of International Communication. Taking this fact into consideration there is an increasing need for capacity building in the sphere of the English language in the learning process of higher educational establishments in general and on the MA level in particular, which will enable all-round growth of every citizen. The relevance of learning English to broaden educational and professional horizons and capacities encourages Ukraine to develop state initiatives aimed at providing labour market with competitive graduates; to promote integration of educational and academic components into international and European communities; to support in-depth and systematic English language learning as a high-priority state policy area. A state educational vision as a predictable result in the sphere of developing English language learning strategy by 2025 is considered the basis for implementing specific recommendations and steps. According to recent projections a concessive adoption of the strategy will likely result in the increase of the English language skills among students and teachers, more attention to and better reputation of English due to high quality methods, free access to educational resources, professional growth of the academic personnel, relevant content of the disciplines taught. The last of the listed actions is of great interest to the developers of the Master courses “Foreign Language for Specific Purposes”. It stems from the fact that Master’s Degree is obtained according to the academic and professional components of educational programmes. Specifically professinal components as a system of essential constituents within the scope of a chosen profession define the anticipated competences an individual must acquire, which results in the content peculiarities of the academic discipline “Foreign Language for Specific Purposes”. Key words: the second educational level, “Foreign Language for Specific Purposes”, psychologists, interdisciplinary approach, competence approach, knowledge, competences, skills.
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Anwar, Mumtaz Ali. "To Information Management and Beyond." Pakistan Journal of Information Management and Libraries 17 (December 1, 2016): 30–38. http://dx.doi.org/10.47657/201617885.
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The use of ‘Library Science', as the name of the discipline is almost 100 years old. The original term was used in Germany in 1934 and a translation of it in an American government publication in 1876. However, its use in the name of a professional degree is found around 1910. Why was ‘library science' used as a term is not known. But one wonders on its structure: Was there a ‘science' of the ‘library' which could form the basis of a discipline? It could have been simply a matter of convenience due to the lack of a proper term. Nevertheless, it has remained in use, with some variations, for almost a century. Lately, there has been a slow shift to ‘Information Management' which began in the 1980s. There are a lot of people who object to it. Traditions once established become part of our psyche and extremely difficult and painful to disown. There is a need to understand ‘Information Management' as a term focusing on ‘Information' which has always been, still is and will continue to be its legitimate and primary concern. It does not focus on a ‘space housing information artifacts'. Its augmented professional expanse will create professional job market that is hard to identify and measure at this time. Its graduates will serve more and more diverse populations. There will be a more prestigious consequence of this shift. A study of its close and meaningful interdisciplinary relations will enable it to rub its shoulders and receive recognition from some well-respected disciplines, such as education, psychology, medicine, management sciences, etc. Some of these links, which are crucial, have not yet been adequately identified and recognized. This paper will present a model of interdisciplinarity using Information Management as a core area. It will then use Bibliotherapy, which deals with multifaceted issues, as a case to point out its crucial links with some important disciplines which are of common interest to them.
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Volkova, Nataliia P., and Olena O. Lavrentieva. "THE FORMATION OF FUTURE PSYCHOLOGISTS’ PROFESSIONAL ASPIRATIONS IN THE PROCESS OF STUDYING THE DISCIPLINE «PEDAGOGY AND PSYCHOLOGY OF HIGHER SCHOOL»." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 164–75. http://dx.doi.org/10.32342/2522-4115-2021-2-22-19.
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In the article the problem of theoretical and methodological aspects, factors and means of forming the future psychologists’ professional aspirations have been revealed. The characteristics, content and essence of the «aspirations» and «professional aspirations» concepts have been clarified and analysed. It has been determined that professional aspirations are a complex personal phenomenon, which is a set of requirements, expectations that a person feels and experiences in relation to his/her own professional life and his/her own future. It is the person’s ability to model the desired future in accordance with the expectations of society, without giving up their own potentials and plans, as well as certain individual standards of future life, which a person already deserves today. The components of professional aspirations have been shown. Among them are the motivational component (the complex of motives, needs, guidelines in professional activities), the cognitive one (knowledge of the content and structure of professional aspirations, their impact on professional readiness and success of the specialist, as well as the methods and technologies of their formation), the activity one (the degree of formation of the organizational, psychology and diagnostic, prognostic, reflexive, and communicative skills) and the reflexive one (the structure of reflexive, critical and creative thinking of future psychologists). It has been established that among the components of the educational program of future psychologists’ professional training, the discipline «Pedagogy and psychology of higher school» has significant potential in the formation of students’ professional aspirations. For that, the educational process should be organized taking into account such requirements as subjectivity, dialogical nature, developmental orientation, interaction in the subsystems «lecturer - student», «student - student», which is based on co-creation and cooperation, equality of positions, empathy. It has been empirically confirmed that the formation of master degree students’ professional aspirations is possible thanks to the updated content, as well as by way of providing a link between theoretical and practical preparation in the teaching of this discipline. In the article it has been shown that, for this purpose, it is advisable to combine lectures (lecture-conversation, lecturediscussion, problem lecture), seminars (seminar in «small groups», seminar - reflection) and practical classes using a number of pedagogical technologies, namely: dialogue and discussion ones (dispute, debate, round table), game ones (role-games, simulation games, projecting-ingame), training ones (developmental, game, and simulation trainings), problem and situation learning (case-studies, projects, portfolios), blended learning (thematic blog, web-quest, search online, webinar). The diagnostic data obtained upon completion made it possible to state the positive and statistically significant dynamics in the components of future psychologists’ professional aspirations. The conclusion has been made on the expediency of construction of conceptual bases of the information and development environment of HEI, which is aimed at professional training of highly skilled and professionally self-realized experts and development of their professional aspirations.
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Vázquez, Fernando L. "Psychoactive Substance Use and Dependence among Spanish University Students: Prevalence, Correlates, Polyconsumption, and Comorbidity with Depression." Psychological Reports 106, no. 1 (February 2010): 297–313. http://dx.doi.org/10.2466/pr0.106.1.297-313.
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In this study, the prevalence of psychoactive substance use and dependence was estimated among students at a Spanish university, together with associated factors, polyconsumption, and comorbidity with depression, using a 554-member sample stratified by sex, degree year, and discipline. 86.5% had consumed some potentially addictive psychoactive substance in the past month, and 10.5% satisfied DSM–IV criteria for dependence on nicotine, alcohol, caffeine, or cannabis. Polyconsumers (90.4%) consumed an average 3.2 different substances. Current depression implied increased likelihood of having consumed tobacco or psychoactive pharmaceutical drugs in the past month, and DSM–IV symptoms of major depressive episode were shown by 8.6% of 58 substance-dependent participants, 8.7% of 540 past-month legal substance consumers, and 12.1% of 140 past-month illegal substance consumers.
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Oraison, Humberto Manuel, Loretta Konjarski, and Samuel Thomas Howe. "Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 173–94. http://dx.doi.org/10.21153/jtlge2019vol10no1art790.
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One of the primary goals of tertiary education is to prepare students for employment. There is debate as to whether university courses adequately provide students with 21st century workplace skills (Kaminski, Switzer, & Gloeckner, 2009; Kivunja, 2014). In a rapidly changing workforce, institutions must constantly adapt to maintain the practical utility of their courses. A thematic analysis was conducted to explore the degree of alignment between graduate attributes, accreditation requirements and industry employability criteria in nursing, psychology and education courses at an Australian University. Graduate attributes were obtained from the Course Approval and Management System. Relevant accreditation requirements were sourced from the respective bodies. A search of advertised job positions for the three discipline fields was conducted from a popular job-search engine (SEEK) to ascertain employability criteria. This analysis identified clear alignment between the university’s graduate attributes and the standards articulated by accreditation bodies for psychology, nursing and education. However, there were differences between graduate attributes and the employability criteria identified by job searches across the three disciplines. Analysis of the employability criteria suggest that employers seek and prioritise graduates who possess practical competencies and 21st century skills such as problem solving and communication. However, there was little to no mention of cultural understandings and attitudes towards inclusion and diversity, both a core graduate attribute and an aspect of professional accreditation. The findings of this study may inform the development of future graduate attributes that better reflect preparedness for the workforce. Alternatively, a reflection on graduate attributes and professional accreditation criteria might produce job advertisements that better reflect work contexts in an increasingly diverse society.
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Jones, Celeste A., Edward Vela, TangJudy Vang, and Bobby D. Walden. "Perceptions of Social Work: Undergraduate Students Assess the Profession." Journal of Baccalaureate Social Work 12, no. 1 (September 1, 2006): 1–12. http://dx.doi.org/10.18084/1084-7219.12.1.1.
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This study explores social work student attitudes and continued misperceptions concerning the social work profession. Participants included students who were psychology, social work, and other majors. Students were administered questionnaires concerning their knowledge of key terms, degree requirements, disciplinary practices, and attitudes toward various social work-related employment settings. It was hypothesized that social work majors would have more knowledge and more positive attitudes toward the social work profession than other majors did. It was further hypothesized that student regard of social work-related agencies would vary across agencies being assessed. As might be expected, the findings show that students from other majors are less informed about social work and its professional functions. However, the data also indicate that social work students themselves continue to manifest misperceptions about their own discipline. The authors suggest that efforts to confront public misperceptions be augmented by proactive remediation efforts in social work curricula.
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Goldstein, Harris S. "Conduct Problems, Parental Supervision, and Cognitive Development of 12- to 17-Year-Olds." Psychological Reports 59, no. 2 (October 1986): 651–58. http://dx.doi.org/10.2466/pr0.1986.59.2.651.
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Data from the Cycle III Health Examination Survey conducted by the National Center for Health Statistics provided the opportunity to examine the effect of conduct problems on cognitive development in a representative sample of the Nation's 12- to 17-yr.-olds. Conduct problems (school discipline, police contact, and arrest) and degree of parental supervision were the two factors in the analysis of covariance design with Intellectual Index (WISC Vocabulary plus Block Design) and Achievement Index (WRAT Reading plus Arithmetic) as outcome measures. Family background factors were controlled by covariation. White male youths with both in- and out-of-school problems performed less well on Intellectual and Achievement Indices. White girls with in-school problems also scored less well. Paradoxically high parental supervision was associated with lower achievement for these youths. Also for both white boys and girls, high parental supervision was associated with lower Intellectual Index scores.
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Peres, Luís Sérgio, Katiucia De Oliveira Peres, and Kauê De Oliveira Peres. "Violência nas escolas: análise na formação de professores de educação física no oeste do Paraná." Caderno de Educação Física e Esporte 18, no. 1 (December 30, 2019): 89–94. http://dx.doi.org/10.36453/2318-5104.2020.v18.n1.p89.
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INTRODUÇÃO: Alguns Projetos Políticos Pedagógicos (PPP) dos Cursos de Educação Física - Licenciatura da região Oeste do Paraná tem por objetivos preparar profissionais comprometidos com a construção de valores em perspectiva de um futuro melhor, mais solidário e humano. Porém, em suas grades curriculares, esquecem abordagens voltadas à violência escolar.
OBJETIVO: O objetivo deste estudo foi verificar junto aos PPP, se as disciplinas ministradas abordavam a questão da violência e seus enfrentamentos para uma prática pedagógica consciente na escola.
MÉTODOS: Caracterizou-se como uma pesquisa descritiva, envolvendo dois cursos de licenciatura em Educação Física de Instituições de Ensino Superior privadas do Oeste do Paraná. Os dados foram coletados por meio de levantamento documental nas matrizes curriculares e nos planos de ensino, de entrevistas com coordenadores e 10 alunos pertencentes ao último ano.
RESULTADOS: Na análise constatou-se que os cursos não apresentam em sua grade curricular, disciplina que trate sobre o assunto de forma especifica. Os conteúdos apresentados nos Planos de Ensino, somente em um dos cursos, na disciplina de Psicologia da Educação, apareceu um subtítulo vinculado à “violência humana”. Os Coordenadores relataram não constar disciplinas que abordem esta questão na grade curricular e desconheciam se os professores abordavam esta questão nas suas aulas. Os alunos foram unanimes em afirmar que não viram durante o período escolar, nenhuma disciplina que abordassem esta questão e que não saberiam como agir frente a uma situação de violência na escola, que no máximo levariam a questão para a direção.
CONCLUSÃO: Concluímos que a questão da violência escolar, um problema tão atual, que encontramos quase que todos os dias nas escolas. não é vista, trabalhada ou estudada na formação docente nas IES, deixando uma lacuna na forma de como agir frente a esta questão, que possivelmente poderá prejudicar sua prática pedagógica.
ABSTRACT. Violence in schools: analyze physical education teacher training in western Paraná.
BACKGROUND: Some Pedagogical Political Projects (PPP) of Physical Education Courses - Undergraduate degree in Western Paraná aims to prepare professionals committed to building values in the perspective of a better, more solidary and human future. However, in their curricula, they forget approaches to school violence.
OBJECTIVE: The aim of this study was to verify with the PPP, if the subjects taught addressed the issue of violence and its confrontations for a conscious pedagogical practice in school.
METHODS: It was characterized as a descriptive research, involving two undergraduate courses in Physical Education from private higher education institutions in Western Paraná. Data were collected by means of a documentary survey in the curriculum and teaching plans, interviews with coordinators and 10 students from the last year.
RESULTS: In the analysis it was found that the courses do not present in their curriculum, discipline that deals with the subject in a specific way. The contents presented in the Teaching Plans, only in one of the courses, in the Educational Psychology discipline, appeared a subtitle linked to “human violence”. The Coordinators reported not having subjects that address this issue in the curriculum and were unaware if the teachers addressed this issue in their classes. The students were unanimous in stating that they did not see, during the school period, any discipline that addressed this issue and would not know how to act in the face of a violent situation at school, which would at most lead the issue to the board.
CONCLUSION: We conclude that the issue of school violence, such a current problem, that we find almost every day in schools. It is not seen, worked on or studied in teacher education in HEIs, leaving a gap in how to act on this issue, which could possibly hinder their pedagogical practice.
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Rudneva, Tatyana I. "Means of developing the methodological culture of master degree students." Yaroslavl Pedagogical Bulletin 2, no. 125 (2022): 43–50. http://dx.doi.org/10.20323/1813-145x-2022-2-125-43-50.
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Due to a number of objective reasons (the aging of pedagogical personnel, a request for a new type of lecturer), pedagogical education becomes in demand, the continuity of which is due to the specifics and peculiarities of pedagogical activity. The quality of training for the educational environment is determined by the ability to integrate pedagogical and scientific activities, which is proved by researchers. The nature of professional tasks in any sphere of activity in modern conditions is distinguished by abundance of situations of uncertainty, which requires a special culture of thinking. The article proves, on the basis of the difference between pedagogical activity and scientific activity, the need for master degree students to form the «psychology and pedagogics of professional education» course of methodological culture as a special form of pedagogical consciousness. For gaining an insight into the essence of theoretical pedagogical knowledge, it is necessary to take a certain methodological side, having mastered the scientific methods of understanding pedagogical processes. In the course of masters' methodological culture formation, the importance of the theoretical and methodological base is understood, on the basis of which a comprehensive analysis of the problem is carried out, conceptual ideas are substantiated, educational technologies are found and methodological recommendations are given. The article draws attention to the definition of pedagogical research logic and the level of its methodology adequately to the pedagogical science methodology which serves as a theoretical justification for pedagogical activity. Attention is drawn to the fact that a high level of a lecturer's professional readiness is determined by the availability of methodological literacy which contributes to obtaining reliable new scientific knowledge about pedagogical processes, mechanisms and content. The experience of their scientific preparation is presented, the understanding of which made it possible to develop the concept of the formation of a methodological culture, the dominant of which is the «Methodology and methods of organizing scientific research» discipline. Each of the four stages of the organization is represented by algorithms of methodological characteristics that as a whole determine the logic of scientific search. In accordance with this concept, lecturer-researchers are trained at the level of master's and postgraduate studies at Samara National Research University.
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Chamorro‐Premuzic, Tomas, and Adrian Furnham. "Personality traits and academic examination performance." European Journal of Personality 17, no. 3 (May 2003): 237–50. http://dx.doi.org/10.1002/per.473.
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British university students (N = 247) completed the NEO‐PI‐R (Costa & McCrae, 1992) personality inventory at the beginning of their course and took several written examinations throughout their three‐year degree. Personality super‐traits (especially Conscientiousness positively, and Extraversion and Neuroticism negatively) were significantly correlated with examination grades and were found to account for around 15% of the variance. Primary traits were also examined and results showed significant correlations between a small number of these traits (notably dutifulness and achievement striving positively, and anxiety and activity negatively) and academic achievement. Furthermore, selected primary personality traits (i.e. achievement striving, self‐discipline, and activity) were found to explain almost 30% of the variance in academic examination performance. It is argued that personality inventory results may represent an important contribution to the prediction of academic success and failure in university (particularly in highly selective and competitive settings). Copyright © 2002 John Wiley & Sons, Ltd.
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Argonov, Victor Yu. "The Pleasure Principle as a Tool for Scientific Forecasting of Human Self-Evolution." Journal of Ethics and Emerging Technologies 24, no. 2 (August 1, 2014): 63–78. http://dx.doi.org/10.55613/jeet.v24i2.22.
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The pleasure principle (PP) may be a verifiable fundamental law of the living matter in the universe, and this law might then be used for forecasting human self-evolution. I do not pretend to “prove” PP, but argue that it must be regarded as a scientific hypothesis. Accordingly, I formulate verifiable and falsifiable postulates of PP. Their confirmation would allow the construction of a new scientific discipline, hedodynamics, that would be able to forecast the future development of human civilization and even the probable structure and psychology of other rational beings within the universe. I suggest basic hedodynamical scenarios for human (posthuman) civilization and argue that the discovery of the neural correlate of pleasure would provide more detailed forecasts. In particular, I demonstrate how the studies of pleasure mechanisms might predict the degree of aggression in future societies. I conclude that PP may become a scientific basis for fundamental, not phenomenological (based on extrapolations), future forecasting on large timescales.
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Stones, Christopher R. "Attitudes toward Psychology, Psychiatry and Mental Illness in the Central Eastern Cape of South Africa." South African Journal of Psychology 26, no. 4 (December 1996): 221–25. http://dx.doi.org/10.1177/008124639602600403.
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A survey of attitudes held by a large sample of university students as well as by smaller samples of psychologists, general medical practitioners, members of the public, psychiatric hospital staff and patients in the central eastern Cape toward mental illness and mental health-care service providers was conducted during the early part of 1994. It was found that marked differences existed between the different samples and that the extent of a person's knowledge about mental illness, as well as the degree of contact with mental-health professionals and their services, were important influences on the attitudes of respondents. In particular, third-year psychology students tended to be more negatively disposed to psychiatric treatment than those students in their first year of study. Conversely, the attitudes of final-year students toward the discipline of psychology were more positive than those held by students in their first year of studying psychology. Within both the student and the patient samples, only a small minority indicated that they would first seek help from general medical practitioners if they were ever to contemplate taking their own lives or if they were seriously mentally ill. Psychiatric patients and service providers indicated their confidence in psychiatric treatment and the psychiatrist was considered to be the most appropriate professional to deal with mental illness. Members of the general public were found to be more optimistic than psychologists about the efficacy of psychological and psychiatric treatment, but less so than general medical practitioners. Although mental health-care professionals were viewed in a favourable light, most respondents indicated that they would nevertheless prefer to approach a friend in times of psychological distress.
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Moilanen, Kristin L., and Karen E. Rambo-Hernandez. "Effects of Maternal Parenting and Mother-Child Relationship Quality on Short-Term Longitudinal Change in Self-Regulation in Early Adolescence." Journal of Early Adolescence 37, no. 5 (July 27, 2016): 618–41. http://dx.doi.org/10.1177/0272431615617293.
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The purpose of the present study was to explore the degree to which short-term longitudinal change in adolescent self-regulation was attributable to maternal parenting and mother-child relationship quality. A total of 821 mother-adolescent dyads provided data in the 1992 and 1994 waves of the Children of the National Longitudinal Survey of Youth-1979 (52.5% male; 24.2% Hispanic, 36.7% African American, 39.1% European American; adolescents’ initial age range = 10-12 years). Consistent with hypotheses, longitudinal improvements in young adolescents’ self-regulation were associated with high levels of mother-child relationship quality and low levels of maternal discipline. The association between self-regulation in 1992 and 1994 was moderated by child sex and maternal discipline. Thus, this study provides further evidence favoring the exploration of the parent-child relational context in addition to discrete parenting behaviors in studies on self-regulation during the early adolescent years.
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Karandashev, Victor N. "Professional psychologists’ education in Russia." Psychology Teaching Review 7, no. 2 (September 1998): 32–38. http://dx.doi.org/10.53841/bpsptr.1998.7.2.32.
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This paper describes the current education of professional psychologists in Russia. In the university system there are three initial types of education leading to a specialist degree, a bachelor’s degree, or a master of psychology degree. The most common type is the five year education leading to the specialist degree. Specialist education is mostly generic but specialisms (majors) are available in 16 different fields of psychology. Students also study general humanities and socio-economic disciplines, mathematics and general science, general professional disciplines, and other specialisms.Education in the system of pedagogical universities and other higher pedagogical institutions leads to the award of specialist degrees in educational psychology.It is possible to continue professional psychological education in Russia through postgraduate study leading to the degree of Kandidat of Psychological Sciences (equivalent to a PhD degree). The highest qualification in professional psychology is the degree of Doctor of Psychological Sciences.There are two main programmes for students who have completed their initial studies in disciplines other than psychology, and there are many further additional qualification and re-qualification programmes for professional psychologists.Psychology teaching in Russia has three different types of curricula depending on whether the goal of psychological education is to provide a training in professional psychology, a training for professionals in other disciplines or training for school teachers. This paper focuses on the psychological education of professional psychologists.
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Soulsbury, Carl D., and Piran C. L. White. "Human–wildlife interactions in urban areas: a review of conflicts, benefits and opportunities." Wildlife Research 42, no. 7 (2015): 541. http://dx.doi.org/10.1071/wr14229.
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Wildlife has existed in urban areas since records began. However, the discipline of urban ecology is relatively new and one that is undergoing rapid growth. All wildlife in urban areas will interact with humans to some degree. With rates of urbanisation increasing globally, there is a pressing need to understand the type and nature of human–wildlife interactions within urban environments, to help manage, mitigate or even promote these interactions. Much research attention has focussed on the core topic of human–wildlife conflict. This inherent bias in the literature is probably driven by the ease with which it can be quantified and assessed. Human–wildlife conflicts in terms of disease transmission, physical attack and property damage are important topics to understand. Equally, the benefits of human–wildlife interactions are becoming increasingly recognised, despite being harder to quantify and generalise. Wildlife may contribute to the provision of ecosystem services in urban areas, and some recent work has shown how interactions with wildlife can provide a range of benefits to health and wellbeing. More research is needed to improve understanding in this area, requiring wildlife biologists to work with other disciplines including economics, public health, sociology, ethics, psychology and planning. There will always be a need to control wildlife populations in certain urban situations to reduce human–wildlife conflict. However, in an increasingly urbanised and resource-constrained world, we need to learn how to manage the risks from wildlife in new ways, and to understand how to maximise the diverse benefits that living with wildlife can bring.
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Finkbeiner, Claudia, Agnes Madeleine Olson, and Jennifer Friedrich. "Foreign language learning and teaching in Germany: A review of empirical research literature from 2005 to 2010." Language Teaching 46, no. 4 (September 24, 2013): 477–510. http://dx.doi.org/10.1017/s026144481300027x.
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This article reviews the empirical research literature on foreign language (FL) learning and teaching published between 2005 and 2010 in Germany. It focuses on the empirical studies that have attracted the greatest interest among researchers during this period of time. These include research on educational standards, teacher education, early FL learning, content and language integrated learning, motivation and interest, intercultural learning, literacy, learning strategies and cooperative and computer-assisted language learning. The review reveals rich and diverse research studies in the field of FL teaching and learning. As a relatively young discipline without a longstanding research tradition, this field overlaps in its research interests and methods with other research fields such as educational psychology, linguistics and the educational sciences. The review also shows that the research into FL teaching and learning is to a large degree dominated by small rather than large-scale projects and is characterized by its largely practical relevance. The review ends with recommendations for future research as a conditio sine qua non for further development in the field.
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Kravchenko, Lesіa. "CONTENT AND METHODICAL FEATURES OF STUDYING THE COURSE “FUNDAMENTALS OF SOCIAL SECURITY” IN THE PROCESS OF PREPARATION OF JUNIOR BACHELORS OF TECHNOLOGICAL EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 160–67. http://dx.doi.org/10.31499/2307-4906.1.2022.256210.
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One of the important general cultural and social competencies of a person is the ability to identify danger, recognize its type and degree of menace to a person or community, to orientate in complex multifaceted and multifarious dangerous situations, to think rationally in choosing actions to avoid or eliminate dangers, adapt to rapid changes of danger types and to recover from dangers. Mastering these competencies is especially essential for graduates of specialties whose future profession belongs to the sphere of educational activities. The purpose of the article is to highlight and substantiate the methodological features of studying the course “Fundamentals of Social Safety” in the process of training of junior bachelors in technological education as future specialists in supplementary educational institutions. The article substantiates the necessity for the study of the discipline “Fundamentals of Social Safety” by future specialists in supplementary education. It has been proved that pedagogical process in supplementary education takes into account the child’s health, the natural direction of his mental growth and development, helps the child to adapt to different conditions, build self-esteem, be realized as individual, learn to solve life problems according to their own goals and interests, so it can be the platform for students’ knowledge of social safety formation. The article analyzes the concept of “social safety”, describes the educational process in supplementary educational institutions. The necessity of studying the discipline “Fundamentals of Social Safety” has been rationalized, its purpose, tasks, methods and techniques of teaching the course have been determined. The content and competencies formed by this discipline in the field of social safety have been presented; the methodological features of studying the course in the process of training junior bachelors in technological education have been characterized.
Keywords: supplementary education; social safety; training of junior bachelors in technological education; professional competencies; supplementary pedagogical process; safety of the individual in society; educational and professional program; psychology of safety.
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Cho-Baker, Sugene, and Harrison J. Kell. "Who Sends Scores to GRE-Optional Graduate Programs? A Case Study Investigating the Association between Latent Profiles of Applicants’ Undergraduate Institutional Characteristics and Propensity to Submit GRE Scores." Education Sciences 12, no. 8 (August 4, 2022): 529. http://dx.doi.org/10.3390/educsci12080529.
Full textAbstract:
Many programs have made the submission of GRE scores optional. Little research examines differences in propensity to submit scores according to applicants’ characteristics, however, including the type of undergraduate institution they attended. This study’s purpose was to examine the degree to which the type of undergraduate institution applicants attended predicted score submission to GRE-optional programs, including when controlling for covariates (demographics, program degree and discipline, undergraduate grades). We used data provided by a doctoral degree–granting university to answer our research question. We indexed differences in GRE score submission using odds ratios. Both individually (1.93) and after controlling for covariates (2.00), we found that applicants from small, bachelor’s degree–granting schools were more likely to submit scores than applicants from large, doctoral degree–granting schools. Men were more likely to submit scores than women (1.55). Larger effects were observed for program characteristics: Ph.D. versus master’s (2.94), humanities versus social sciences (3.23), and fine arts versus social sciences (0.16). Our findings suggest that there may be differences in propensity to submit GRE scores to test-optional programs and that some of these differences may be associated with variables (undergraduate school, program type) that have not been widely discussed in the literature.
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LaFrenière, Peter J., and Jean E. Dumas. "A transactional analysis of early childhood anxiety and social withdrawal." Development and Psychopathology 4, no. 3 (July 1992): 385–402. http://dx.doi.org/10.1017/s0954579400000857.
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AbstractThe Preschool Socio-affective Profile, an 80-item teacher rating scale, was used to classify 126 French-Canadian children into three equal groups: socially competent (SC), average (AV), and anxious-withdrawn (AW). Mother-child interactions during a problem-solving task were observed. Base rates and conditional probabilities were calculated to assess the extent to which subjects responded contingently to each other's behaviors and affect. Children in all three groups exhibited a high degree of positive and negative reciprocity. SC children expressed more positive affect than AV or AW children and were more cooperative than AW children, who expressed more negative affect than either the SC or AV children. Mothers of the SC children displayed more positive behaviors and affect, were more contingent, and were more coherent in their discipline than all other mothers. Mothers of AV children were both less reciprocal with their child and less coherent than SC mothers. Failing to reciprocate positive affect or behavior, AW mothers engaged in a high degree of negative reciprocity and superfluous control and were aversive in response to compliance and noncompliance. These results are discussed from a developmental, transactional perspective, and their implications for an intervention strategy are considered.
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Booker, Nigel, Jeffrey D. Gates, and Peter Knights. "Cognitive Biases and the Cultural Disconnect between Engineers and Decision-makers." Technium Social Sciences Journal 17 (March 8, 2021): 35–62. http://dx.doi.org/10.47577/tssj.v17i1.2752.
Full textAbstract:
Engineering culture is alien to the way the average person thinks and makes decisions. There is a dichotomy between the evidence-based analytical methodologies used by engineers and the intuitive or heuristic processes commonly used by the general public. Both can be appropriate in context, but wrong choices can lead to undesirable and sometimes dire consequences. For the recommendations from an engineering analysis to be accepted by non-technical decision-makers, the findings must be presented in a manner that takes account of human factors. Successful engineers are those who are proficient in translating the language of their technical discipline into that of broader society. A key skill is consequential reasoning, which is contained within engineering codes of ethics but is also critical to the persuasive power of analytical findings. Students and early-career engineers need structured learning in communication and in socio-cultural and emotional intelligence. They need exposure to cognitive psychology and epistemology, especially in relation to bias and false logic. If formal humanities courses cannot be accommodated in the undergraduate engineering degree, then post-graduate and continuing professional development opportunities should be offered.
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Amado Alonso, Diana. "Danza y expresión corporal como materia científica en el Grado de Ciencias de la Actividad Física y del Deporte (Dance and Body Expression as a scientific subject in the Degree of Physical Activity and Sports Sciences)." Retos 45 (June 21, 2022): 1174–87. http://dx.doi.org/10.47197/retos.v45i0.91308.
Full textAbstract:
La Danza y Expresión Corporal es una disciplina científica que ha evolucionado en los últimos años desde el estudio del movimiento per se hacia el análisis del cuerpo y de la danza en todas sus dimensiones. De esta forma, se ha configurado un cuerpo de conocimientos con gran base empírica, del cual se nutren áreas como la Medicina, Psicología, Pedagogía, y resto de ciencias relacionadas con la actividad física y el deporte. Para entender esta evolución, es fundamental hacer una diferenciación entre el concepto de Danza y el concepto de Expresión Corporal, hacer un recorrido por su objeto de estudio y por su status científico, incidiendo en las tres dimensiones principales donde se orientan sus aportes: la dimensión artística, la dimensión pedagógica y la dimensión psicoterapéutica. Por tanto, dada la importancia de esta materia para aumentar el cuerpo de conocimientos dentro de las Ciencias de la Actividad Física y del Deporte, es necesario profundizar en sus fundamentos epistemológicos para orientar futuros estudios.Abstract. Dance and Body Expression is a scientific discipline that has evolved in recent years from the study of movement per se towards the analysis of the body and dance in all its dimensions. In this way, a body of knowledge has been configured with a great empirical base, from which areas such as Medicine, Psychology, Pedagogy, and other sciences related to physical activity and sport are nourished. To understand this evolution, it is essential to make a differentiation between the concept of Dance and the concept of Body Expression, and to take a tour of its object of study and its scientific status, focusing on the three main dimensions where its contributions are oriented: artistic dimension, pedagogical dimension and psychotherapeutic dimension. Therefore, given the importance of this subject to increase the body of knowledge within Physical Activity and Sport Sciences, it is necessary to deepen in its epistemological foundations to guide future studies.
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Dutceac Segesten, Anamaria, and Jenny Wüstenberg. "Memory studies: The state of an emergent field." Memory Studies 10, no. 4 (June 20, 2016): 474–89. http://dx.doi.org/10.1177/1750698016655394.
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The article explores the degree to which memory studies has become established as an academic field. Although we acknowledge that there are drawbacks to formal institutionalization, we contend that it is useful to think strategically about the future of memory studies. We argue that three key developments must take place in order for a field to become institutionalized. First, individual scholars must articulate the field through scientific production and collaboration. Second, higher education institutions must formally recognize the existence of the field through specialized programs and departments. And third, public and private donors must sponsor research via dedicated scholarships and grants. We use these phases as benchmarks in order to assess memory studies’ current state of development. After surveying important writings of key authors in memory studies, we test our assumptions through an online survey with 255 self-identified memory scholars. The results show memory studies to be in a mid-level state of development, where individual agents are the most active drivers of defining the boundaries of the field and driving its further establishment. The major obstacle in this process, identified in both the survey and in the literature review, is the fragmented nature of the discipline, which could be addressed through the pursuit of a more interdisciplinary (rather than multidisciplinary) research agenda.
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Jones, Ian David, and Geraldine Brady. "Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment." Education Sciences 12, no. 1 (January 8, 2022): 37. http://dx.doi.org/10.3390/educsci12010037.
Full textAbstract:
The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.