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Journal articles on the topic 'Psychology – Research – Evaluation'

Author: Grafiati

Published: 29 July 2024

Last updated: 30 July 2024

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1

Viken, Richard J. "Therapy Evaluation: Using an Absurd Pseudotreatment to Demonstrate Research Issues." Teaching of Psychology 19, no. 2 (April 1992): 108–10. http://dx.doi.org/10.1207/s15328023top1902_12.

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The research presented in abnormal psychology, clinical psychology, and psychotherapy classes must compete for student attention with misinformation presented by the popular press and commercial interests. Abstract principles of research design rarely prevail in this competition. This article describes a classroom demonstration in which students apply abstract research concepts to a concrete analogue of therapy evaluation. Students rate their food consumption and mood before and after an absurd pseudotreatment. The data are used to demonstrate that absolutely useless treatments may initially appear to be highly effective and that careful attention to research design is necessary for appropriate therapy evaluation. Student evaluations indicate that this experience helps them understand and remember important issues in therapy outcome research.

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2

Sang, Yao, and Jie Li. "Research on Beijing Bus Driver Psychology Fatigue Evaluation." Procedia Engineering 43 (2012): 443–48. http://dx.doi.org/10.1016/j.proeng.2012.08.076.

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3

Roskos-Ewoldsen, Beverly, Philip Burton, Jacqueline Bichsel, Sandra Willis, and Jean Spruill. "Coordinating the Psychology Human Research Participant Pool." Teaching of Psychology 25, no. 1 (January 1998): 14–19. http://dx.doi.org/10.1207/s15328023top2501_5.

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In this article, we discuss procedures for coordinating the psychology human participant pool for research purposes. We describe our research retirement and the mechanics of how we recruit participants and report credit for research participation. We also provide an evaluation of the procedures from the viewpoints of experimenters, instructors, and students. Although we identify some problems, the procedures have worked well for us. We discuss areas needing improvement.

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4

Gelles, Richard J. "Sexual Abuse: Research and Evaluation." Contemporary Psychology: A Journal of Reviews 38, no. 6 (June 1993): 611–12. http://dx.doi.org/10.1037/033414.

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5

Robertson, Ian, Kevin Teoh, Isabella McMurray, Pat Roberts, and Antigonos Sochos. "Research-Informed Learning in the Psychology Curriculum: An Initial Evaluation." Psychology Learning & Teaching 10, no. 2 (January 2011): 84–94. http://dx.doi.org/10.2304/plat.2011.10.2.84.

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6

Mercer, Sterett H., Alyssa M. Idler, and Jamie M. Bartfai. "Theory-Driven Evaluation in School Psychology Intervention Research: 2007–2012." School Psychology Review 43, no. 2 (June 1, 2014): 119–31. http://dx.doi.org/10.1080/02796015.2014.12087439.

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7

Wu, Honglin, Ying Liu, and Ke Wang. "A Research on the Function of Teaching Evaluation for Machine Translation Course." Journal of Contemporary Educational Research 6, no. 7 (July 27, 2022): 49–53. http://dx.doi.org/10.26689/jcer.v6i7.4175.

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Teaching evaluation refers to the process of measuring and giving value judgment to the process and results of teaching activities by using effective technical means. Through teaching evaluation, teachers can direct the teaching process to develop toward the predetermined goal and effectively complete the teaching task. This paper investigates the function of teaching evaluation in the Machine Translation course in Northeastern University. The function of teaching evaluation for teachers includes adjustment, diagnosis, teaching stimulation, and orientation. The function of teaching evaluation for students includes feedback, guidance, intensification, and purpose orientation. This paper also discusses the influence of teaching evaluation on the psychology of both, teachers and students. Positive evaluation can improve the enthusiasm of teachers and students, but other times, it may reduce their enthusiasm, whereas when negative evaluation and guidance are appropriate, the enthusiasm of teachers and students may improve. This research reveals that a reasonable teaching evaluation plays a huge role in promoting the psychology of both, teachers and students.

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8

Donlan, Alice E., and Virginia L. Byrne. "Confirming the Factor Structure of a Research-Based Mid-Semester Evaluation of College Teaching." Journal of Psychoeducational Assessment 38, no. 7 (March 16, 2020): 866–81. http://dx.doi.org/10.1177/0734282920903165.

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End-of-semester evaluations provide scalable data for university administrators, but typically do not provide instructors with timely feedback to inform their teaching practices. Midsemester evaluations have the potential to provide instructors with beneficial formative feedback that can contribute to improved teaching practices and student engagement. However, existing research on the construction of valid, reliable midsemester tools is rare, and there are no existing midsemester evaluation scales that were constructed using education research and psychometric analysis. To address this gap, we designed and piloted a midsemester evaluation of teaching with 29 instructors and 1,350 undergraduate students. We found evidence that our Mid-Semester Evaluation of College Teaching (MSECT) is a valid and reliable measure of four constructs of effective teaching: classroom climate, content, teaching practices, and assessment. Furthermore, our factor structure remained consistent across instructor genders, providing evidence that the MSECT may be less susceptible to gender bias than prior student evaluation measures.

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9

Attkisson, Clifford. "Evaluation Research in a New Era." Contemporary Psychology: A Journal of Reviews 33, no. 5 (May 1988): 431–33. http://dx.doi.org/10.1037/025705.

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10

Dougherty, Michael R., L. Robert Slevc, and James A. Grand. "Making Research Evaluation More Transparent: Aligning Research Philosophy, Institutional Values, and Reporting." Perspectives on Psychological Science 14, no. 3 (January 10, 2019): 361–75. http://dx.doi.org/10.1177/1745691618810693.

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There is a growing interest in changing the culture of psychology to improve the quality of our science. At the root of this interest is concern over the reproducibility of key findings. A variety of large-scale replication attempts have revealed that several previously published effects cannot be reproduced, whereas other analyses indicate that the published literature is rife with underpowered studies and publication bias. These revelations suggest that it is time to change how psychological science is carried out and increase the transparency of reporting. We argue that change will be slow until institutions adopt new procedures for evaluating scholarly activity. We consider three actions that individuals and departments can take to facilitate change throughout psychological science: the development of individualized research-philosophy statements, the creation of an annotated curriculum vitae to improve the transparency of scholarly reporting, and the use of a formal evaluative system that explicitly captures behaviors that support reproducibility. Our recommendations build on proposals for open science by enabling researchers to have a voice in articulating (and contextualizing) how they would like their work to be evaluated and by providing a mechanism for more detailed and transparent reporting of scholarly activities.

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11

高, 创. "Research on the Evaluation Method of the Railroad Drivers’ Safety Psychology." Advances in Psychology 12, no. 02 (2022): 352–59. http://dx.doi.org/10.12677/ap.2022.122040.

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12

Gjerde, Per F. "An Evaluation of Ethnicity Research in Developmental Psychology: Critiques and Recommendations." Human Development 57, no. 4 (2014): 176–205. http://dx.doi.org/10.1159/000362768.

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13

MAAS, M. L., and K. C. BUCKWALTER. "NURSING EVALUATION RESEARCH." Alzheimer Disease & Associated Disorders 2, no. 3 (1988): 166. http://dx.doi.org/10.1097/00002093-198802030-00014.

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14

Sheikhattari, Payam, Shiva Mehravaran, Jummai Apata, Gillian Silver, Shamara Murphy, Sylvia Hurtado, and Farin Kamangar. "An Innovative Biomedical Research Training Model: Rationale, Design, and Evaluation." European Journal of Investigation in Health, Psychology and Education 12, no. 12 (November 28, 2022): 1743–59. http://dx.doi.org/10.3390/ejihpe12120123.

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Much is told regarding the need for greater diversity in the biomedical research workforce in terms of race, ethnicity, and socioeconomic status. However, there are few evidence-based models that are tested and can have significant effects in this regard. Thus, there is a need for development and evaluation of innovative models that may help train a more diverse biomedical research workforce. In this study, we provided the rationale, conceptual model, and preliminary evaluation of a program called “A Student-Centered Entrepreneurship Development (ASCEND)”. This training program was designed, implemented, and evaluated between 2017 and 2020 at Morgan State University, Baltimore, Maryland, United States. The program’s conceptual model is based on four stages: Attraction and Inspiration, Ideation and Innovation, Research Implementation, and Career Growth. Results of the comparative survey between 50 students who participated in ASCEND and 86 non-member controls showed an increase in science identity, academic self-concept, science self-efficacy, and peer support. The only domain that did not show a larger increase in participants in our program compared to controls was social self-concept. In addition, a total of 59 students submitted 48 research concepts, and 16 undergraduate student projects were funded. Of participants in the Health Research Concepts Competition, 39 students graduated, and 13 were pursuing graduate programs in STEM fields at the time of evaluation. The number of research projects and trainees who started a graduate degree were also reported. The ASCEND training model fosters an entrepreneurial mindset among undergraduate students. Such a program might be effective in diversifying the biomedical research workforce. While this preliminary evaluation indicates the efficacy of the ASCEND model, there is a need for further long-term and multi-center evaluations with the trainees’ research productivity and receipt of independent funding as outcomes.

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15

Carpenter, Sandra. "Content Analysis Project for Research Novices." Teaching of Psychology 25, no. 1 (January 1998): 42–44. http://dx.doi.org/10.1207/s15328023top2501_13.

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Students can utilize content analysis techniques to examine societal trends of stereotyping in the media. In this article, I describe the steps in such a research methodology and indicate criteria instructors may use for evaluation. Students believed the project developed and adequately measured their analytic, research, and organizational skills and increased their knowledge of social psychology.

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16

Ingle, B. "Evaluation '85 Canadian Evaluation Society/ Evaluation Network/ Evaluation Research Society: Exploring the Contributions of Evaluations." American Journal of Evaluation 6, no. 3 (January 1, 1985): 16. http://dx.doi.org/10.1177/109821408500600303.

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17

Jewel, Peter. "Multicultural Counselling Research: An Evaluation with Proposals for Future Research." Counselling Psychology Review 9, no. 2 (May 1994): 17–34. http://dx.doi.org/10.53841/bpscpr.1994.9.2.17.

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18

Varnhagen, Connie K., and Nancy Digdon. "Helping Students Read Reports of Empirical Research." Teaching of Psychology 29, no. 2 (April 2002): 160–64. http://dx.doi.org/10.1207/s15328023top2902_14.

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“Reading the Research” is a Web-based interactive learning module designed to help students learn to comprehend and critically evaluate reports of empirical research. The module can be adapted for use with any report of empirical research. Students work through the module, take self-tests for factual knowledge, and discuss critical-thinking questions in an asynchronous discussion group. We conducted a formative evaluation with upper level experimental psychology students and a summative evaluation with introductory students. Students had positive attitudes toward the module and believed it improved their learning. Increased use of the module was also correlated with better learning of the report of empirical research.

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19

Водяницкая, А. А. "RESEARCH METHODS FOR STUDYING EVALUATION: ACADEMIC DISCOURSE PERSPECTIVE." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 2(50) (June 16, 2021): 105–15. http://dx.doi.org/10.36622/vstu.2021.64.94.008.

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Постановка задачи. Работа посвящена изучению традиционных подходов к исследованию оценочных значений и инновационных методов их изучения. Задача исследования заключается в анализе методов изучения оценки, которые можно было бы применить при выявлении оценочной специфики академического дискурса. Результаты. Как показало исследование, оценочные значения, оценка привлекают внимание исследователей различных областей знания, различных дискурсов. По-прежнему открыт вопрос разграничения эмоции, экспрессии и оценки. Тесная связь оценки с ценностями индивида, выносящего оценочное суждение, предполагает возможность ее изучения с позиций аксиологии, тогда как взаимосвязь с психологией позволяет подходить к оценке с точки зрения психологии (например, оценочные стили). Выводы. Комбинация традиционных и инновационных методов позволит выявить онтологические свойства оценки в академическом дискурсе. Речь идет о вербализованных оценочных суждениях, выносимых различными участниками академического дискурса. Вопросы оценочной категоризации, разграничение эмоции и оценки, оценочных стилей участников академического дискурса, привлечение корпуса текстов как источника материала и как инструмента познания представляются релевантными аспектами при изучении оценочной составляющей академического дискурса. Вместе с тем не все методы исследования оценки можно одинаково успешно использовать при изучении оценочной составляющей академического дискурса. Например, метод триады, предложенный Ж. Мартином, который на данном этапе исследован применительно к изучению устного академического дискурса в его специфическом проявлении - в драматическом тексте. Как представляется, данный метод требует более детальной разработки применительно к нехудожественной, повседневной, речи академического дискурса. Problem statement. The paper focuses on the study of traditional approaches evaluations and innovative methods of their study. The objective of the research. is to analyze the methods of studying evaluation that could be applied in identifying the evaluative specifics of academic discourse. Results. The research has revealed that evaluative meanings attract the attention of researchers in various fields of knowledge, various discourses. The question of differentiating emotion, expressive language means and evaluation is still open. The close relationship of assessment with the values of the individual making a value judgment suggests the possibility of studying it from the standpoint of axiology, while the relationship with psychology allows one to approach assessment from the point of view of psychology (for example, evaluative styles). Conclusion. The combination of traditional and innovative methods will reveal the ontological properties of assessment in academic discourse. We are talking about verbalized value judgments made by various participants in academic discourse. Issues of evaluative categorization, differentiation of emotion and evaluation, evaluative styles of participants in academic discourse, corpus-based analysis seem to be relevant aspects in the study of the evaluative component of academic discourse.

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20

Methley, Abigail, Lorraine King, Cliff Chen, Georgia Dunning, Humma Javed, and Alistair Teager. "Implementing undergraduate clinical and research internship schemes within a clinical neuropsychology service." Clinical Psychology Forum 1, no. 331 (July 2020): 24–30. http://dx.doi.org/10.53841/bpscpf.2020.1.331.24.

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Internships provide benefits for aspiring clinical psychologists and clinical psychology services. This article describes the implementation and evaluation of undergraduate clinical and research internships within a clinical neuropsychology service.

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21

Liu, Yan Jun, and Bing Yan Wei. "Comprehensive Evaluation Research on the Properties of Sportswear Fabrics." Advanced Materials Research 779-780 (September 2013): 302–6. http://dx.doi.org/10.4028/www.scientific.net/amr.779-780.302.

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Fuzzy mathematics were used to evaluate the comprehensive property of fabrics in this paper. This is because fabrics are good or bad is a feeling of Physiology and psychology, used fuzzy mathematics to evaluate its comprehensive properties is objective and accurate. First, the evaluation indexes are selected according to the required performance of sporswear fabrics, and the Fuzzy mathematics was used to establish comprehensive evaluation model, then the comprehensive property of four sportswear fabrics were evaluated based on this comprehensive evaluation model. The evaluation result indicated that polyester cover cleancool fiber structure fabric has the best comprehensive property, this comprehensive evaluation results pruved that this developed sportswear fabric has excelltent comprehensive properties,and it is suitable for making high quality sportswear.

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22

Cairong Wu, and Huaxing Huang. "Evaluation and Research on Sports Psychology based on BP Neural Network Model." INTERNATIONAL JOURNAL ON Advances in Information Sciences and Service Sciences 4, no. 10 (June 30, 2012): 355–63. http://dx.doi.org/10.4156/aiss.vol4.issue10.42.

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23

USAMI, SATOSHI. "Trends and Outlook in Measurement, Evaluation and Research Methods for Educational Psychology :." Annual Report of Educational Psychology in Japan 55 (2016): 83–100. http://dx.doi.org/10.5926/arepj.55.83.

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24

Dennis, Michael L., E. Jonathan Soderstrom, Walter S. Koncinski, and Betty Cavanaugh. "Effective dissemination of energy-related information: Applying social psychology and evaluation research." American Psychologist 45, no. 10 (October 1990): 1109–17. http://dx.doi.org/10.1037/0003-066x.45.10.1109.

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25

Masrhouni, Ikrame, and Abdelaziz Bahoussa. "Implicit Evaluation Mechanisms in Marketing Research: an Overview of Formation and Measurement of Implicit Attitude." Journal of Social Science Studies 10, no. 1 (March 15, 2023): 32. http://dx.doi.org/10.5296/jsss.v10i1.20680.

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For a long time, examining the subtle and unintended effects of people's social environments on their thoughts and behaviors has been a central goal of social psychology researchers. Advances in social psychology have proven the importance of studying not only the conscious mechanisms of humans but also the "implicit" and "automatic" ones. Researchers in social psychology distinguish explicit attitudes, evaluations resulting from an introspective effort, from implicit attitudes, automatic evaluations of which the individual may not be aware. Cognitive psychology researchers have already proven that implicit beliefs are much more important in decision-making than explicit beliefs even in what might be considered rational and/or scientific realms. Greenwald and Banaji (1995) introduced the term implicit social cognition to describe cognitive processes that occur outside of human consciousness. Implicit social cognitions were initially applied to psychology, but they are beginning to be introduced in other disciplines, notably in marketing. This article aims to provide a conceptual framework of the implicit attitude and its measurement tools through a multidisciplinary theoretical exploration. Therefore, the research method used in this paper is the analysis of the classic literature. This paper summarizes the arguments and counterarguments within the scientific discussion on the issue of implicit mechanisms in the marketing field. This review theoretically proves that the study of implicit social cognitions is a field of research with many challenges, particularly related to consumer behavior analysis because it allows marketers to understand influences unknown to the subject himself.

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26

Heinzen, Thomas E. "Applying creativity research to program evaluation." Creativity Research Journal 6, no. 4 (January 1993): 485–86. http://dx.doi.org/10.1080/10400419309534501.

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27

Wasti Danardani, Syarif Hidayat, Made Agus Dharmadi, and I. Gede Suwiwa. "Evaluation of Sport Psychology Knowledge of Coaches at the Buleleng Volleyball Academy (ABVB)." Mimbar Ilmu 28, no. 3 (December 22, 2023): 508–14. http://dx.doi.org/10.23887/mi.v28i3.60467.

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Currently, the program contained in the training periodization focuses on physical training programs, techniques, and tactics for playing volleyball. However, the psychological condition is to blame if an athlete's performance fails. The generational difference between coaches and athletes greatly disrupts interactions, so a unique approach is needed that touches the psychological side of athletes in providing training and improving performance. This research aims to describe the level of understanding of coaches at the Buleleng Volleyball Academy (ABVB) regarding the psychology program of training periodization. This research is a descriptive analysis research, with 12 ABVB trainers as research subjects. Data were collected through observation and survey techniques with research instruments using two questionnaires. The first questionnaire determines the role of psychology in sports, and the second examines the coach's ability to implement psychology in training programs. Data analysis with data triangulation. This research was carried out during the Covid-19 pandemic, so it was carried out via Google Forms. The research results show that coaches understand the role of sports psychology but need to learn the form of training given to athletes. The conclusion is that ABVB coaches own sport psychology knowledge but have yet to apply it in handling athletes, so strengthening is needed to make coaches better at using it in training.

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28

Wolfe, Susan M. "Research and Evaluation Consulting." Journal of Prevention & Intervention in the Community 19, no. 2 (August 2, 2000): 21–27. http://dx.doi.org/10.1300/j005v19n02_04.

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29

Minton, Casey A. Barrio, Melinda M. Gibbons, and Jennifer M. Hightower. "Community‐Engaged Research and Evaluation in Counseling: Building Partnerships and Applying Program Evaluation." Journal of Counseling & Development 99, no. 2 (March 8, 2021): 210–20. http://dx.doi.org/10.1002/jcad.12368.

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30

Geis, George L. "Past Imperfect, Present Conditional: Some Research on Formative Evaluation." Behavior Analyst 13, no. 1 (April 1990): 79–82. http://dx.doi.org/10.1007/bf03392521.

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31

Norton, Stata. "A Critical Evaluation of Contemporary Research in Psychopharmacology." Contemporary Psychology: A Journal of Reviews 33, no. 9 (September 1988): 814–15. http://dx.doi.org/10.1037/026026.

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32

Smith, M. Brewster. "The New Look in Evaluation and Policy Research." Contemporary Psychology: A Journal of Reviews 32, no. 7 (July 1987): 613–14. http://dx.doi.org/10.1037/027297.

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33

Lenz, A. Stephen. "The Future of Counseling Outcome Research and Evaluation." Counseling Outcome Research and Evaluation 11, no. 1 (January 2, 2020): 1–3. http://dx.doi.org/10.1080/21501378.2020.1712977.

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34

Liu, Yan Jun, Tao Xue, and Li Yang. "Comprehensive Evaluation Research on the Performances of High Quality Underwear Fabrics." Applied Mechanics and Materials 184-185 (June 2012): 909–13. http://dx.doi.org/10.4028/www.scientific.net/amm.184-185.909.

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Abstract. The performances of underwear fabrics are good or bad is a concept of Physiology and psychology, comprehensive evaluation of its performances by fuzzy mathematics is objective and accurate. Fuzzy mathematics was used in this paper to establish comprehensive evaluation model, and on the basis of this model, the comprehensive evaluation on the performances of the four warmth underwear fabrics were made. The evaluation result indicated that the comprehensive performances of wool fiber covering bamboo fiber compound fabric are superior to pure wool fiber fabric and wool/ bamboo fiber blended fabric. These kinds fabrics are suitable for making high quality warmth underwear for autumn and winter.

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35

Sonnad, Subhash, and Edgar F. Borgatta. "Evaluation Research and Social Gerontology." Research on Aging 14, no. 2 (June 1992): 267–80. http://dx.doi.org/10.1177/0164027592142006.

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36

SUZUKI, MASAYUKI. "Trends and Future Perspectives in Measurement, Evaluation, and Research Methods for Educational Psychology:." Annual Report of Educational Psychology in Japan 57 (March 30, 2018): 136–54. http://dx.doi.org/10.5926/arepj.57.136.

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37

Dennis, Michael L., and E. Jonathan Soderstrom. ""Effective dissemination of energy-related information: Applying social psychology and evaluation research": Rejoinder." American Psychologist 47, no. 6 (1992): 816–17. http://dx.doi.org/10.1037/0003-066x.47.6.816.

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38

Fisher, W. P., and P. Petry. "Evaluation applications of instrument calibration research findings in psychology for very small samples." Journal of Physics: Conference Series 772 (November 2016): 012017. http://dx.doi.org/10.1088/1742-6596/772/1/012017.

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39

Puchta, Claudia, and Jonathan Potter. "Manufacturing individual opinions: Market research focus groups and the discursive psychology of evaluation." British Journal of Social Psychology 41, no. 3 (September 2002): 345–63. http://dx.doi.org/10.1348/014466602760344250.

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40

Julliard, Kell N., Jeetinder Kaur Gujral, Sarah W. Hamil, Elaine Oswald, Amy Smyk, and Nicole Testa. "Art-based Evaluation in Research Education." Art Therapy 17, no. 2 (January 2000): 118–24. http://dx.doi.org/10.1080/07421656.2000.10129513.

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41

Ratnasari, Anisza, and Iwan Sudradjat. "Case study approach in post-occupancy evaluation research." ARTEKS : Jurnal Teknik Arsitektur 8, no. 3 (December 1, 2023): 427–34. http://dx.doi.org/10.30822/arteks.v8i3.2584.

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A case study is a research approach that focuses on one or multiple real-life cases as the subject, encompassing both concrete entities such as individuals, groups, or organizations, as well as abstract constructs like processes, networks, or projects. This approach is employed to in-deep investigate complex issues and has been applied in various disciplines, such as; the social sciences, humanities, management, psychology, and architecture. The specific characteristics of a case study involve thorough exploration and analysis, data collection from diverse sources, and identification of key themes within the case. The strength of case studies lies in their ability to combine quantitative and qualitative data, enabling researchers to gain a profound understanding of the processes and outcomes of a phenomenon. This study applies a systematic literature review from several credible scholar articles. Two architectural case study researches are selected as precedents to provide a concrete overview of the characteristics, strengths, weaknesses, and procedural framework of implementing the case study approach. Analysis is conducted by comparing various gathered data to discern the potential for case studies to contribute to a comprehensive understanding of the complexity of issues and the quest for their solutions.

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42

La Barbera, Francesco. "Educating to Tolerance: Effects of Communicating Social Psychology Research Findings." Europe’s Journal of Psychology 11, no. 3 (August 20, 2015): 476–83. http://dx.doi.org/10.5964/ejop.v11i3.888.

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The effect of communicating social psychology research findings on ingroup bias in a classroom setting has been investigated. Two hundred and twenty one high school students either read or did not read a brief report about three classical social psychological studies, then completed evaluation scales for the ingroup and the outgroup. Participants’ motivation was manipulated, and the messages were different as regards the congruency between the content and participants’ actual intergroup experience. Results showed that communication exerted a significant effect in reducing ingroup bias for participants in the high motivation/high congruency condition, that is, the communication effect was moderated by the individual’s level of motivation and the content of the arguments proposed in the report. Practical implications of results for education work and stereotype change, limitations of the study, as well as possible directions for future research are discussed.

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43

Reichardt, C. S. "Summative Evaluation, Formative Evaluation, and Tactical Research." American Journal of Evaluation 15, no. 3 (October 1, 1994): 275–81. http://dx.doi.org/10.1177/109821409401500308.

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44

Fırıncı, Yusuf. "Ultramodern Psychology: A Vision Construction with Culture, Religion, Cognitive Science and Neurotheology." Spiritual Psychology and Counseling 4, no. 3 (October 15, 2019): 275–308. http://dx.doi.org/10.37898/spc.2019.4.3.080.

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This research paper focuses on the evaluation of historical connections and interactions between psychology, psychiatry, psychologists, beliefs and religions. The argument of this research is; for developing future perspectives on psychology, religion can possibly provide historical and modern tools, as well as various other contributions. Within the scope of this research paper, the main idea and some other relevant arguments have been developed by evaluating historical facts and scientific analysis presented under the sub-sections of this essay, namely; psychology, beliefs and interdisciplinary connections, nonmaterial beliefs in cultural psychology, science and religion: a synergetic approach is possible, studying psychology and religion, psychology of religion, psychological benefits of religion, interpreting and utilizing new brain sciences of neurotheology and cognitive science. The conclusion briefly summarizes diverse understandings formed through the evaluation of these sub-sections. This research illustrates the coexistence of religious and scientific knowledge using the emergence of modern psychology. On the other hand, some arguments regarding the commercialization of research targets, the transformation of science into neoliberal market discourses leading to some kind of social Darwinism, or regarding some of the influences of some of the sponsors; some of the leaders; some of the foundations; some of the scientism ideologies; and various global agendas are shared to illustrate the necessity to be cautious.

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Lenz, A. Stephen. "Clinical Significance in Counseling Outcome Research and Program Evaluation." Counseling Outcome Research and Evaluation 12, no. 1 (January 2, 2021): 1–3. http://dx.doi.org/10.1080/21501378.2021.1877097.

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Simpson, D. Dwayne, Lois R. Chatham, and Barry S. Brown. "The Role of Evaluation Research in Drug Abuse Policy." Current Directions in Psychological Science 4, no. 4 (August 1995): 123–26. http://dx.doi.org/10.1111/1467-8721.ep10772538.

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No authorship indicated. "Review of Qualitative Evaluation and Research Methods (2nd ed.)." Contemporary Psychology: A Journal of Reviews 36, no. 12 (December 1991): 1113. http://dx.doi.org/10.1037/031327.

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Shubin, Guo. "Research on ideological and political theories teaching in all courses teaching mode of psychology in normal universities in China." OOO "Zhurnal "Voprosy Istorii" 2023, no. 8-2 (August 1, 2023): 246–53. http://dx.doi.org/10.31166/voprosyistorii202308statyi34.

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The article discusses and analyzes the IPTTAC teaching mode of university teachers' professional psychology: the construction of educational content system of IPTTAC, the strengthening of the construction of teaching staff of IPTTAC, the promotion of the infection-oriented role of psychological environment and the construction of diversified teaching evaluation system of psychology courses of university teachers' majors.

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Wilpert, Bernhard. "Projecting a European Diploma in Psychology." European Psychologist 7, no. 3 (September 2002): 221–24. http://dx.doi.org/10.1027//1016-9040.7.3.221.

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The paper presents an inside evaluation of the EuroPsyT project, funded by the EU Leonardo Program in 1999-2001. While standard research usually neglects to reflect on the internal and external constraints and opportunities under which research results are achieved, the paper stresses exactly those aspects: starting from a brief description of the overall objectives of the 11 countries project, the paper proceeds to describe the macro-context and the internal strengths and weaknesses of the project team, the internal procedures of cooperation,. and obstacles encountered during the research process. It winds up in noting some of the project's achievements and with a look towards future research.

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Liu, Min Lan. "The Social Psychology Research on the Motivation of the Public’s Pro-Environmental Behavior." Advanced Materials Research 955-959 (June 2014): 1569–73. http://dx.doi.org/10.4028/www.scientific.net/amr.955-959.1569.

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in recent years, social psychology plays an increasingly important role in the solution to environmental problems. In order to motivate people’s pro-environmental behavior, this paper, from the perspective of social psychology, puts forward the following ideas: helping the public possess the cognition of the seriousness of environmental problems and the cognition of the attribution of responsibility for environmental protection can encourage them to develop the right cognition of environmental problems; improving the public’s efficacy expectations and outcome expectations can strengthen their desire and attitude to environmental protection; changing the evaluation of social norms and cultivating the public’s skills of environmental protection can motivate people’s pro-environmental behavior.

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