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Journal articles on the topic 'Psychology students'

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Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Gordyeyeva, Anzhela. "TEACHING PSYCHOLOGY STUDENTS PROFESSIONALLY ORIENTED READING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 212–15. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-212-215.

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The article deals with the problem of teaching psychology students reading professionally oriented English texts. It highlights the importance of the development of reading skills in English speaking class and investigates the component skills that are critical to reading comprehension development when teaching English for specific purposes. In this research we try to analyze main curricular principles proposed by scientists to guide reading instructions which can be successfully used when teaching professionally oriented reading to psychology students. In this article we explore goals for reading instructions and try to translate them into practice in various ways in our ESP classroom. Among the component skills that are critical to reading ESP comprehension development we distinguish word-recognition efficiency, vocabulary building, main-idea comprehension practice, discourse-structure awareness, reading strategies for professional goals, reading fluency, extensive reading and students’ motivations. We pay special attention to reading fluency, extensive reading and psychology students’ reading motivation which are also considered very important component skills for reading comprehension development. We tried to understand how to prepare our psychology students for their reading demands that that they will almost certainly encounter in their professional life.

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2

Mäkinen, Susanna. "European Psychology Students." European Psychologist 1, no. 1 (January 1996): 68–70. http://dx.doi.org/10.1027/1016-9040.1.1.68.

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3

Furnham, Adrian. "Prospective Psychology Students' Knowledge of Psychology." Psychological Reports 70, no. 2 (April 1992): 375–82. http://dx.doi.org/10.2466/pr0.1992.70.2.375.

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Prospective psychology students completed three published tests to ascertain their psychological knowledge. Despite certain problems associated with the tests, it was possible to ascertain students' knowledge or lack thereof. Their knowledge of psychology was very uneven yet on average fewer than half knew the correct answers to questions. These results are discussed in terms of the wider area of lay knowledge and theories.

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4

Takooshian, Harold. "Recognizing Excellent Psychology Students." International Journal of Psychology 33, no. 5 (October 1998): 367–69. http://dx.doi.org/10.1080/002075998400268.

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5

Taylor, Jacqui. "Teaching psychology to computing students." Psychology Teaching Review 14, no. 1 (March 2008): 21–29. http://dx.doi.org/10.53841/bpsptr.2008.14.1.21.

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The aim of this paper is two-fold. The first aim is to discuss some observations gained from teaching psychology to computing students, highlighting both the wide range of areas where psychology is relevant to computing education and the topics that are relevant at different stages of students’ education. The second aim is to consider findings from research investigating the characteristics of computing and psychology students. It is proposed that this information could be considered in the design and use of psychology materials for computing students.The format for the paper is as follows. The first section will illustrate the many links between the disciplines of psychology and computing; highlighting these links helps to answer the question that many computing students ask, what can psychology offer to computing? The second section will then review some of the ways that psychologists have been involved in the teaching of psychology to computing students, from A/AS level to undergraduate and postgraduate level. The third section will compare the profiles of computing and psychology students (e.g. on age, gender and motivation to study), to highlight how an understanding of these factors can be used to adapt psychology teaching materials for computing students. The conclusions which cover some practical suggestions are presented in the fourth section.

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Goedeke, Sonja, and Kerry Gibson. "What do New Psychology Students Know about Psychology?" Australian Psychologist 46, no. 2 (June 2011): 133–39. http://dx.doi.org/10.1111/j.1742-9544.2011.00028.x.

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7

Dutke, Stephan, Helen Bakker, Lenka Sokolová, Iva Stuchlikova, Sergio Salvatore, and Ioulia Papageorgi. "Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs." Psychology Learning & Teaching 18, no. 2 (November 14, 2018): 111–20. http://dx.doi.org/10.1177/1475725718810929.

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This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria. Curricula for non-psychologists should be (a) specific to the profession of the target group, (b) specific to the needs and (c) work processes of the target group and (d) limited to the professional field of the target group. Although psychology curricula for non-psychology students need to be limited regarding its breadth, they should (e) maintain the depth and multi-perspectivity required for understanding psychological phenomena. Discussing these criteria should help raise awareness for the role of teaching psychology to students of academic disciplines and professions other than psychology.

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8

Cox, Brian D. "Students’ Basic Philosophical Assumptions in History of Psychology: A Measure and Teaching Tool." Teaching of Psychology 24, no. 1 (February 1997): 39–41. http://dx.doi.org/10.1177/009862839702400110.

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Many psychology students initially have difficulty with the philosophical character of the typical history of psychology course. One way to introduce students to psychology's philosophical roots is to survey their assumptions on the nature of mind, emotion, and behavior. This article describes and gives examples of a 50-item Likert-scale questionnaire concerning the positions of many philosophers, biologists, and psychologists that are typically covered in the class. This article also presents data from three history of psychology classes and suggestions for using the measure as a teaching tool.

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MACEDO, Shirley, Melina Pinheiro Gomes de SOUZA, and Ana Lícia Pessoa NUNES. "Experiências de Estudantes de Psicologia ao Conduzir Grupos com outros Universitários." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 27, no. 2 (2021): 147–58. http://dx.doi.org/10.18065/2021v27n2.2.

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This research aimed to understand the experiences of processes in the clinical listening of Psychology undergraduate students in conducting intervention groups with other university students, seeking to describe the meanings of these experiences for the formation of these students; point out crossings involved; identify possible knowledge, skills and attitudes developed, the challenges faced and the learning gains. In an interventional phenomenological perspective, the method of collaborative hermeneutics was used. In 14 supervisory meetings, collaborators were a psychologist, a professor and eight psychology undergraduate students conducting two intervention groups with university undergraduate students. The instrument used was the Version of Sense and the results indicated that the students experienced personal growth and professional development, were enchanted by Psychology; and crossed by the psychosocial realities of the students attended, but managed, with their own limits, to recognize the need for a personal process and to internalize the basis of a professional identity matrix; they learned the method systematics; supervisors and colleagues were essential in the process of improving listening. Therefore, stand out the need for support networks for university undergraduate students and improvements in the qualification process of the Psychology student, aiming at their future entry into the job market. Palavras-chave : Listening; University Suffering; Formation of the Psychologist; School Service; Phenomenological Research.

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10

Van Rossen, Edward, Shannon McCaslin, Nana Opoku Owuse-Banahene, and Maline G. Wiking. "The International Psychology Students' Organization." Eye on Psi Chi Magazine 7, no. 2 (2003): 26–27. http://dx.doi.org/10.24839/1092-0803.eye7.2.26.

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Grubi, T., and A. Strelchenko. "Psychology of university students' motivation." Fundamental and applied researches in practice of leading scientific schools 33, no. 3 (June 30, 2019): 25–29. http://dx.doi.org/10.33531/farplss.2019.3.06.

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The article considers the main aspects of student’s motivation, the authors compare the main motives of university students with the main motives of 11th grade students for attending university. The levels of need for approval between university students and 11th grade students were compared. In the article, an author’s questionnaire is presented. The practical recommendations were presented based on questionnaire results.

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Gallagher, James J. "Psychology, Psychologists, and Gifted Students." Journal for the Education of the Gifted 38, no. 1 (February 10, 2015): 6–17. http://dx.doi.org/10.1177/0162353214565548.

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13

Kuper, Adam. "Of rats and psychology students." Nature 397, no. 6717 (January 1999): 312–13. http://dx.doi.org/10.1038/16839.

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Stone, Gerald L., and Kristin M. Vespia. "Counseling Psychology Students and Professionals." Journal of College Student Psychotherapy 14, no. 1 (September 1999): 23–41. http://dx.doi.org/10.1300/j035v14n01_03.

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Hull, Debra B. "Teaching Students about International Psychology." Teaching of Psychology 28, no. 1 (January 2001): 29–32. http://dx.doi.org/10.1207/s15328023top2801_07.

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Bakhshalieva, Yulia A. "DEVELOPMENT OF PSYCHOLOGY STUDENTS’ CREATIVITY." Известия Воронежского государственного педагогического университета, no. 4 (2022): 125–28. http://dx.doi.org/10.47438/2309-7078_2022_4_125.

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17

Toomey, Thomas, Deborah Richardson, and Georgina Hammock. "Introductory Psychology." Teaching of Psychology 44, no. 3 (June 7, 2017): 246–49. http://dx.doi.org/10.1177/0098628317712749.

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Many students who declare a psychology major are unaware that they are studying a scientific discipline, precipitating a need for exercises and experiences that help students understand the scientific nature of the discipline. The present study explores aspects of an introductory psychology class that may contribute to students’ understanding of psychological science. Surveys were distributed to 168 students, asking how each of several in-class (e.g., attending lecture) and out-of-class (e.g., participating in research studies) research experiences contributed to their knowledge of psychology as a science and understanding of psychological research. Students reported that in-class experiences contributed more to their understanding of psychological research than out-of-class experiences.

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18

Rodríguez-Prada, Cristina, Cristina Orgaz, and Carmelo P. Cubillas. "Myths in psychology: psychological misconceptions among Spanish psychology students." PeerJ 10 (August 11, 2022): e13811. http://dx.doi.org/10.7717/peerj.13811.

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Myths in Psychology are beliefs that are widely spread and inconsistent with the empirical evidence available within this field of knowledge. They are characterized by being relatively stable, resistant to change, and prevalent both among the non-academic population and among students and professionals within this discipline. The aim of this study was to analyse the prevalence of these myths among Spanish psychology students and the influence of three variables: the type of university, face-to-face (UAM) and online (UNED), the academic year in which participants were enrolled and familiarity with scientific dissemination. Results show that participants from the face-to-face university, enrolled in higher academic years and that reports familiarity with scientific dissemination believe less in myths than those from the online university, enrolled in lower years and that report no familiarity with scientific dissemination.

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Verma, Tarun. "Self-focus among psychology and non-psychology undergraduate students." GYANODAYA - The Journal of Progressive Education 8, no. 2 (2015): 38. http://dx.doi.org/10.5958/2229-4422.2015.00013.4.

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20

Nel, Sanche, and Rizwana Roomaney. "A COMPARATIVE STUDY INTO THE COPING STRATEGIES EMPLOYED BY UNDERGRADUATE PSYCHOLOGY AND NON-PSYCHOLOGY STUDENTS." New Voices in Psychology 11, no. 1 (October 25, 2016): 45–62. http://dx.doi.org/10.25159/1812-6371/1789.

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This study investigated differences in coping strategies between psychology students and non-psychology students. The researchers hypothesized that psychology students would utilize more adaptive coping skills than non-psychology students, based on their exposure to psychological theory. The Brief COPE survey was administered to 43 psychology students and 47 non-psychology students. Analyses by means of T-tests were conducted to determine statistically significant differences in coping strategies between the two groups. The results indicated that there were no significant differences between the coping styles of psychology students and non-psychology students in 13 of the 14 subscales of the Brief COPE. However, a significant difference was found in one subscale, namely emotional support, with psychology students demonstrating significantly higher mean scores on the scale than non-psychology students (p < 0.01). Psychology students in the sample utilized the coping strategy of seeking emotional support significantly more than the non-psychology students in the sample. These results indicate that knowledge regarding coping does not necessarily translate into implementation of adaptive coping strategies. However, the results of this study indicates that psychology students sought more emotional support than non-psychology students and may therefore indicate that they are more willing to seek assistance in order to cope than non-psychology students.

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21

Weaver, Kenneth A. "Capturing the Fervor of Cognitive Psychology's Emergence." Teaching of Psychology 25, no. 2 (April 1998): 136–38. http://dx.doi.org/10.1207/s15328023top2502_17.

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Giving students a sense of the fervor surrounding cognitive psychology's rapid emergence between 1950 and 1970 is difficult when examining the discrete events presented in cognitive psychology textbooks. The following small-group activity requires students to tabulate the references in Neisser (1967) by decade of publication. The resulting frequency histogram visually portrays the explosive growth of cognitive research in the 1960s, provides students with a richer sense of cognitive psychology's recent history, and reflects Neisser's monumental achievement of publishing his seminal book.

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22

Abrams, Kenneth, and Naomi Ziegler. "Facilitating study abroad for psychology students." Psychology Teaching Review 22, no. 2 (2016): 4–15. http://dx.doi.org/10.53841/bpsptr.2016.22.2.4.

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Study abroad in psychology promotes knowledge of other cultures, global–mindedness, the re–evaluation of one’s cultural identity, interest in civic engagement, and insight into the univesality or non–universality of psychological phenomena. Heightened recognition of these outcomes has led to increasingly larger numbers of psychology students studying abroad. Still, psychology staff who wish to direct a study abroad programme may find the process of organising and leading such a programme intimidating. They may also need practical strategies for responding efectively to mental health issues that arise while abroad, a charge for which professors of psychology are especially well suited. Additionally, psycholo y staff who advise students seeking study abroad opportunities need to be knowledgeable about the benefits of study abroad, options that exist for their students, and the basics of how to make study abroad administrati ely possible. In this paper we provide theory–, research–, and experience–driven strategies to guide psychology staff through the complex processes of advising students and directing study–abroad programmes.

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23

Ferri-de-Barros, João Eliezer, Mauricio José de Alencar, Luis Felipe Berchielli, and Luis Carlos Castelhano Junior. "Headache among medical and psychology students." Arquivos de Neuro-Psiquiatria 69, no. 3 (June 2011): 502–8. http://dx.doi.org/10.1590/s0004-282x2011000400018.

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Headaches occur frequently and thus are a key component of sociocentric medical education. OBJECTIVE: To study headaches among students of medicine and psychology in a single university. METHOD: This was a questionnaire-based survey of a cohort of students of medicine and psychology. RESULTS: The overall lifetime prevalence of headache was 98% and over the last year, 91%. Tensional headache accounted for 59% and migraine 22% in medicine; and 48.5% and 32% respectively in psychology. Forty-five percent reported that headaches had a variable sporadic impact on their productivity. The self-medication rate was 77%. Thirty-six percent reported worsening since admission to the university. CONCLUSION: The prevalence of headaches was very high. Tension-type headaches predominated in males and migraine in females. Tension-type was more frequent among medical students than among psychology students; migraine was more frequent in psychology (more females) than in medicine. Both kinds of students reported that headaches caused low interference with daily activities. The students reported that their symptoms had worsened since admission to the university.

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24

Gayer, Harvey L., Michael B. Brown, Betty E. Gridley, and James H. Treloar. "PREDOCTORAL PSYCHOLOGY INTERN SELECTION: DOES PROGRAM TYPE MAKE A DIFFERENCE?" Social Behavior and Personality: an international journal 31, no. 3 (January 1, 2003): 313–21. http://dx.doi.org/10.2224/sbp.2003.31.3.313.

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The purpose of this study was to determine whether or not the type of program (school psychology, clinical psychology or counseling psychology) is a factor in the predoctoral psychology internship selection process. Simulated application materials describing a prospective intern, identical in all respects except for the doctoral program type, were randomly sent to 535 directors of Association of Psychology Postdoctoral and Internship Centers (APPIC) internship sites. One-third of the sites each received application materials that indicated that the student's training was in an APA-accredited clinical psychology program, an APA-accred- ited counseling psychology program, or an APA-accredited school psychology program. Internship directors or intern selection committee members from 302 APPIC-listed internship sites responded, resulting in a 58% response rate.There is a pattern of greater acceptance for students from clinical psychology programs, with students from counseling psychology programs accepted somewhat less frequently, and stu- dents from school psychology programs being most often rejected. The results suggest that internship selectors may use a judgment heuristic that clinical psychology students are more suited to internships than are counseling and – especially – school psychology students during initial screening of internship applicants, even though there is no empirical evidence to support the heuristic. Internship selectors are advised to become more aware of potential biases toward students from counseling and school psychology programs.

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Carney, Russell N., Joel R. Levin, and Mary E. Levin. "Enhancing the Psychology of Memory by Enhancing Memory of Psychology." Teaching of Psychology 21, no. 3 (October 1994): 171–74. http://dx.doi.org/10.1177/009862839402100313.

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Perhaps the classic introduction of mnemonic techniques to introductory psychology students is the textbook or the instructor describing a few simple examples. However, such examples may be insufficient to convince students of the utility of such techniques for their own learning. We offer supplementary instructional suggestions, along with specific examples, for enhancing students’ motivation to apply mnemonic strategies. First, confidence in the efficacy of mnemonic strategies is fostered through actual demonstrations, or mnemonstrations, initially provided by the instructor and then by the students themselves. Second, greater perceived personal relevance of mnemonic strategies is established by helping students apply the strategies directly to psychology course content on which they will be tested.

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Shetgovekar, Suhas. "Social Psychology and Social Issues: Students’ Participation in Bridging the Gap." Indian Journal of Youth and Adolescent Health 05, no. 04 (December 11, 2018): 11–14. http://dx.doi.org/10.24321/2349.2880.201822.

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Smith, David Horton. "Students' Applications of Social Psychology in Introductory Social Psychology Classes." Teaching Sociology 19, no. 2 (April 1991): 193. http://dx.doi.org/10.2307/1317851.

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28

Kagee, A. "Training psychology students to think critically: Revisiting psychology as science." Africa Education Review 8, no. 1 (March 2011): 102–14. http://dx.doi.org/10.1080/18146627.2011.586147.

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Heise, George A. "Bridging the Gap: A Seminar in Psychology and Public Policy Issues." Teaching of Psychology 19, no. 4 (December 1992): 228–30. http://dx.doi.org/10.1207/s15328023top1904_8.

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This article describes a seminar for senior psychology majors concerned with applications of psychological research to current and controversial issues of social importance. The students, in groups of two or three, prepared symposia on public policy issues. They presented each symposium twice; the first presentation was based principally on the media and the second on the research literature and other primary sources. The seminar gave students an enhanced appreciation of the strengths and limitations of scientific psychology's contributions to public policy and can help to bridge the gap between their academic training in psychology and their concerns as members of society.

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Norton, Lin, Rebecca Clifford, Laurence Hopkins, Istra Toner, and Bill (J C. W. ). Norton. "Helping Psychology Students Write Better Essays." Psychology Learning & Teaching 2, no. 2 (June 2002): 116–26. http://dx.doi.org/10.2304/plat.2002.2.2.116.

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The paper reports on an intervention to help psychology students write better essays by using an Essay Feedback Checklist (EFC). A sample of first year and third year psychology students were asked to rate their own essays in terms of how confident they felt they had been in meeting the departmental assessment criteria. Tutors used the same rating scale when marking the essays and used any mismatches between their rating and that of the student to target their feedback. The aims of the study were to look at the effects of using the EFC in i) writing an essay and ii) clarifying written tutor feedback. Findings showed some mismatches between students and their tutors particularly in the third year. Students were mainly positive about the EFC, although some comments indicated that more help was needed. The implications of these findings are discussed in terms of an action research framework and student self-assessment.

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Sander, Paul, and Lalage Sanders. "Gender, Psychology Students and Higher Education." Psychology Learning & Teaching 6, no. 1 (March 2007): 33–36. http://dx.doi.org/10.2304/plat.2007.6.1.33.

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Abdieva, Dilfuza Kurbanovna. "THE EDUCATING ENGINEERING STUDENTS IN PSYCHOLOGY." Theoretical & Applied Science 107, no. 03 (March 30, 2022): 388–90. http://dx.doi.org/10.15863/tas.2022.03.107.23.

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Brickner, Mary A. "Not for Social Psychology Students Only." Contemporary Psychology: A Journal of Reviews 35, no. 2 (February 1990): 160–61. http://dx.doi.org/10.1037/028279.

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DeVolder, Carol L. "A Students' Guide to Biological Psychology." Contemporary Psychology: A Journal of Reviews 38, no. 3 (March 1993): 284–85. http://dx.doi.org/10.1037/033140.

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Gatz, Margaret, and Cynthia G. Pearson. "Training Clinical Psychology Students in Aging." Gerontology & Geriatrics Education 6, no. 2 (August 14, 1986): 15–26. http://dx.doi.org/10.1300/j021v06n02_03.

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Gardner, Rick M., and Suzanne Dalsing. "Misconceptions about Psychology among College Students." Teaching of Psychology 13, no. 1 (February 1986): 32–34. http://dx.doi.org/10.1207/s15328023top1301_9.

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Elias, Maurice J. "Educating Undergraduate Psychology Students in Prevention." Teaching of Psychology 20, no. 3 (October 1993): 137–40. http://dx.doi.org/10.1207/s15328023top2003_1.

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I describe an undergraduate course in preventive/community psychology taught at a large urban state university. Key concepts, instrumental procedures, and projects are presented. Course feedback and evaluation indicating the benefits of the course are summarized, and implications for preparing students for their roles as citizens and professionals are mentioned.

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GUHA, MARTIN. "Acknowledgements Made By Clinical Psychology Students." Clinical Psychology Forum 1, no. 19 (February 1989): 7–8. http://dx.doi.org/10.53841/bpscpf.1989.1.19.7.

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Osberg, Timothy M. "Psychology is Not Just Common Sense: An Introductory Psychology Demonstration." Teaching of Psychology 20, no. 2 (April 1993): 110–11. http://dx.doi.org/10.1207/s15328023top2002_11.

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This article describes a simple demonstration that helps introductory psychology students overcome the misconception that psychology is just common sense. Early in the course, I recount Festinger and Carlsmith's (1959) classic cognitive dissonance experiment and ask students to guess the outcome of the study. Because the vast majority of the class guesses an intuitive outcome, students are surprised by the actual, counterintuitive findings. This presentation provides a powerful demonstration that psychology is not just common sense. Evaluative data suggest that the demonstration achieves its aim. The technique is a good opening gambit for stimulating lively discussion and capturing students' interest.

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Rickabaugh, Cheryl A. "The Psychology Portfolio: Promoting Writing and Critical Thinking about Psychology." Teaching of Psychology 20, no. 3 (October 1993): 170–72. http://dx.doi.org/10.1207/s15328023top2003_9.

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Guided writing assignments can encourage critical thinking in undergraduate psychology classes. Students (N − 96) were surveyed to assess the effectiveness of the method. Results suggested that the assignments were at an appropriate level for the course. Students indicated that they were able to relate the assignments to the course convent and that the assignments made the lecture and text material easier to understand. Overall, students thought that the assignments were integrated into the course content. Perhaps most important, students indicated that the assignments helped develop their individual interests in the subject matter. Finally, these assignments were overwhelmingly preferred to a traditional term paper.

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Bowyer, Jessica, and Prerna Carroll. "Students’ decision–making about A level Psychology." Psychology Teaching Review 22, no. 1 (2016): 3–25. http://dx.doi.org/10.53841/bpsptr.2016.22.1.3.

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A levels in England are moving from a modular to a linear system. Additionally, the AS and A level are being ‘decoupled’, meaning that students will no longer undertake summative assessment at the end of the first year of study. Psychology may be particularly vulnerable to these changes as students often have no prior experience of the discipline. 768 current A level Psychology students responded to an online questionnaire about their decision-making at A level. Whilst subject interest was the primary motivator at AS level, decision–making was significantly more pragmatic at A level, as prior and expected attainment were the most influential factors. Additionally, students reported receiving very little advice about studying Psychology. These findings suggest that uptake of A-level Psychology is likely to be negatively affected by qualifications reform, but it may be possible to counteract this by ensuring students are informed about the benefits of studying Psychology.

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Roland-Lévy, Christine. "Doctoral Training of Psychology Students in France." European Psychologist 8, no. 1 (March 2003): 3–8. http://dx.doi.org/10.1027//1016-9040.8.1.3.

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Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

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Peel-Wainwright, Kelly-Marie, Ellen Poliakoff, Emily Smeaton, Estefania Penuela-O’Brien, Hannah Marsden, Jayesha Chudasama, and Adam Danquah. "Mind Your Mind: Involving doctoral clinical psychology students in helping undergraduate psychology students to navigate university life." Psychology Teaching Review 26, no. 2 (2020): 12–18. http://dx.doi.org/10.53841/bpsptr.2020.26.2.12.

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Undergraduate student mental health and wellbeing is becoming an increasingly important topic. In particular, students from backgrounds that have been traditionally underrepresented in higher education may have increased difficulties during the transition to university. Therefore, ‘Mind Your Mind’, a pilot, three-part programme of workshops facilitated by doctoral clinical psychology students to support first year undergraduate psychology students was developed. The workshops were formulation-based and explored ‘social media’, ‘anxiety’ and ‘belonging’. Students generally found the workshops useful and easy to understand, and felt that attending the workshops increased their wellbeing. The programme also provided an opportunity for the clinical psychology students to develop their skills and give something back. Reflections on the development, facilitation and sustainability of the programme are discussed.

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Petrie, Trent A., and C. Edward Watkins. "Sport Psychology Training in Counseling Psychology Programs." Counseling Psychologist 22, no. 2 (April 1994): 335–41. http://dx.doi.org/10.1177/0011000094222007.

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To find out how sport psychology training may fit within counseling psychology programs, we surveyed the 61 APA-accredited counseling psychology programs about this issue; 53 (86.9%) of the program directors responded to our survey questionnaire. The results indicated that (a) the majority of the counseling programs (66.7%) currently had students who were viewed as being interested in sport psychology, (b) counseling faculty were perceived to be receptive to their colleagues and graduate students having interests and pursuing research in sport psychology, and (c) most program directors (64.7%) thought the best sport psychology training could be provided through an interdisciplinary program of study. Training implications are presented.

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Jones, Steve, and Julie Allen. "Evaluating psychology students’ library skills and experiences." Psychology Teaching Review 18, no. 2 (2012): 94–115. http://dx.doi.org/10.53841/bpsptr.2012.18.2.94.

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Extensive engagement with current academic sources is expected of all psychology undergraduates. Thirty–eight undergraduate psychology students took part in a series of focus group discussions of their information–searching experiences and skills. The majority of students had not been required to engage with any form of information searching while studying at pre–degree level and were daunted by the sheer scale and complexity of the resources available in higher education. Following consideration of the issues raised by students inthe discussions, a series of recommendations is presented to facilitate the transition into higher education and to enhance the library skills of psychology students.

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Chasanah, Iimmatul, Mubarak Mubarak, and Yulia Hairina. "Kepribadian Muhsin dan Tingkat Stres Mahasiswa Psikologi Islam UIN Antasari dalam Menghadapi Covid-19." Jurnal Al-Husna 2, no. 1 (February 4, 2022): 1. http://dx.doi.org/10.18592/jah.v2i1.4419.

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The purpose of this study was to determine the personality level of Islamic Psychology Study Program students, to see the stress level of Islamic Psychology Study Program students and to see the relationship between the student's personality and the stress level of Islamic Psychology Department students. This research used field research with quantitative. The population of this study was the students of the Islamic Psychology Study Program at UIN Antasari Banjarmasin adding 565 students. The sampling technique uses probability sampling techniques. The research sample consisted of 113 students. The results of the study: 1) There is a significant relationship between Mushin personality and stress levels with a significance level of 0.001 (p <0.050) and together it makes an effective contribution of 10.1%. 1% (25 people), medium intensity 58.4% (66 people) and low intensity 19.5% (22 people). 3) Data on the results of stress levels in the high category 26.5% (30 people), medium intensity 62.8% (71 people), and low intensity 10.6% (12 people).

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Lawson, Timothy J. "The Media Assignment: Enhancing Psychology Students’ Ability to Apply Their Knowledge of Psychology." Teaching of Psychology 21, no. 3 (October 1994): 157–59. http://dx.doi.org/10.1177/009862839402100307.

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In this study, I explore whether a media assignment, similar to that used by Rider (1992), increased introductory psychology students’ ability to apply their knowledge of psychological concepts to examples of real-world events. Students collected examples from the popular media that illustrated either operant-or classical-conditioning concepts. Afterward, they took a quiz that contained factual and applied multiple-choice questions on these concepts. Students who collected examples of operant-conditioning concepts performed better than other students on quiz questions designed to assess their ability to apply their knowledge of operant conditioning. However, students who collected examples of classical-conditioning concepts did not outperform other students on applied classical-conditioning questions. Media assignments may enhance students’ learning and their ability to apply course knowledge to real-world events.

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Goddard, Perilou. "Implementing and Evaluating a Writing Course for Psychology Majors." Teaching of Psychology 30, no. 1 (January 2003): 25–29. http://dx.doi.org/10.1207/s15328023top3001_04.

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In this article, I describe Writing in Psychology, a semester-length 3-credit elective course designed to improve students' writing skills, familiarize them with psychology's writing conventions, and teach them American Psychological Association (APA) style. Students produced a case report, a report of an empirical study, a conference abstract, and a literature review. An attitude inventory and tests over grammar and APA style revealed significant precourse versus postcourse improvement, providing evidence that the course can be a valuable addition to the undergraduate curriculum.

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Zelechoski, Amanda D., Christina L. Riggs Romaine, and Melinda Wolbransky. "Teaching Psychology and Law." Teaching of Psychology 44, no. 3 (May 31, 2017): 222–31. http://dx.doi.org/10.1177/0098628317711316.

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Given the recent proliferation of undergraduate psychology and law courses, there is an increased need to empirically evaluate effective methods of teaching psycholegal material. The current study used a between- and within-subject design across four higher education institutions ( N = 291 students) to evaluate the effectiveness of incorporating experiential learning activities in undergraduate psychology and law courses. Students who participated in the experiential activities performed significantly better than did control students on exam questions related to some, but not all, of the activities. In addition, experiential students consistently rated aspects of the course as more enjoyable than did control students. Results suggest that the inclusion of experiential learning activities has the potential to improve student performance and increase interest and motivation.

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Povee, Kate, and Lynne D. Roberts. "Qualitative research in psychology: Attitudes of psychology students and academic staff." Australian Journal of Psychology 66, no. 1 (September 22, 2013): 28–37. http://dx.doi.org/10.1111/ajpy.12031.

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