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Matthes B, Stoeger H. Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students' In-Class Cognitive and Metacognitive Learning Strategy Use? Front Psychol 2021; 12:690271. [PMID: 34239486 PMCID: PMC8260030 DOI: 10.3389/fpsyg.2021.690271] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2021] [Accepted: 05/28/2021] [Indexed: 11/13/2022] Open
Abstract
Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on learning strategies is lacking. Therefore, we investigated in ecologically valid settings (regular classroom instruction) whether primary school students’ ITs are related to their use of cognitive strategies (text reduction strategies based on identifying a text’s main ideas) and metacognitive strategies, assessed with (a) typical self-report scales and (b) more behavior-proximal measures. We also investigated whether students’ ITs predict how much they benefit from a previously evaluated 4-week intervention on cognitive and metacognitive strategies during regular classroom instruction (i.e., how much self-report scales and behavior-proximal measures for strategy use increase over the course of the intervention). Participants were 436 German primary school students (third and fourth graders). The data were analyzed using mixed linear regression analyses. Strength of students’ incremental theory was positively related to metacognitive strategy use, but not cognitive strategy use, when measured with self-report scales. For behavior-proximal measures, strength of incremental theory was positively related to the effectiveness of students’ cognitive strategy use and their extent of strategy monitoring (one of the two metacognitive strategies examined), but not to the quality of their goal setting (the second metacognitive strategy). Unexpectedly, students with a stronger incremental theory did not benefit more from the intervention.
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Affiliation(s)
- Benjamin Matthes
- Chair for School Research, School Development, and Evaluation, Institute for Educational Science, Faculty of Human Sciences, Universität Regensburg, Regensburg, Germany
| | - Heidrun Stoeger
- Chair for School Research, School Development, and Evaluation, Institute for Educational Science, Faculty of Human Sciences, Universität Regensburg, Regensburg, Germany
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252
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Hurt-Avila KM, DeDiego AC, Starr J. Teaching Counseling Research and Program Evaluation through Problem-Based Service Learning. JOURNAL OF CREATIVITY IN MENTAL HEALTH 2021. [DOI: 10.1080/15401383.2021.1936329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | - Amanda C. DeDiego
- School of Counseling, Leadership, Advocacy, and Design, University of Wyoming, Laramie, Wyoming, US
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253
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García-Martínez I, Landa JMA, León SP. The Mediating Role of Engagement on the Achievement and Quality of Life of University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:6586. [PMID: 34207337 PMCID: PMC8296341 DOI: 10.3390/ijerph18126586] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Revised: 06/09/2021] [Accepted: 06/15/2021] [Indexed: 01/07/2023]
Abstract
(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students' performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students' life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.
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Affiliation(s)
| | | | - Samuel P. León
- Department of Pedagogy, University of Jaén, 23071 Jaén, Spain
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254
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Karlen Y, Hirt CN, Liska A, Stebner F. Mindsets and Self-Concepts About Self-Regulated Learning: Their Relationships With Emotions, Strategy Knowledge, and Academic Achievement. Front Psychol 2021; 12:661142. [PMID: 34220633 PMCID: PMC8249735 DOI: 10.3389/fpsyg.2021.661142] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Accepted: 05/25/2021] [Indexed: 11/13/2022] Open
Abstract
Being a self-regulated learner and believing that deliberate strategy use might be an effective way of overcoming learning challenges is important for achieving academic success. Learners' self-theories about their abilities might explain why some students are more inclined to engage in self-regulated learning (SRL) than others. This study aims to investigate the relationships between students' mindsets and self-concepts about SRL and their correlation with enjoyment, boredom, strategy knowledge, and academic achievements. As covariates, we included gender, age, and academic track. We surveyed 244 students (46.3% female) from the lower secondary school level with a mean age of 14.57 years. The results revealed that mindsets about SRL support more adaptive learning emotions (i.e., higher enjoyment and lower boredom) and positively relate to students' strategy knowledge. The students' self-concepts about SRL are positively related to their enjoyment and academic achievements. Gender-specific differences between the students revealed a disadvantage for the boys, who had lower self-concepts about SRL, lower strategy knowledge, and lower academic achievements in comparison to the girls. Furthermore, the study also revealed that students in the lower academic track adhered more to a fixed mindset about SRL and had lower strategy knowledge than their peers in the higher academic track. Finally, we found an indirect relationship between mindset about SRL and academic achievement via self-concepts about SRL. Overall, our results emphasize the importance of students' mindsets and self-concepts about SRL for their learning and academic achievements.
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Affiliation(s)
- Yves Karlen
- School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Carmen Nadja Hirt
- School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
| | - Alina Liska
- Institute of Educational Research, Ruhr University Bochum, Bochum, Germany
| | - Ferdinand Stebner
- Institute of Educational Science, University of Osnabrück, Osnabrück, Germany
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255
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Abstract
BACKGROUND Nursing students may not use the most effective learning strategies. Offering students an academic success model such as Dweck's mindset model may improve student learning. The influence of nursing students' mindsets on study strategies has not been explored. PURPOSE This study examined nursing students' mindset proclivity and choice of learning strategies. METHODS This descriptive, cross-sectional quantitative pilot study used a web-based survey to examine a national sample of 151 nursing students' mindsets and learning habits. RESULTS Students with a growth mindset demonstrated the use of more effective learning strategies than their fixed mindset peers. CONCLUSIONS Nurse educators need to assess student learning because half of the students in this study had never had anyone teach them how to learn effectively. Early evidence is emerging that the growth mindset model may hold promise as an academic success model for nursing education.
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256
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Moura GG, Nascimento CRR, Ferreira JM. COVID-19: Reflections on the Crisis, Transformation, and Interactive Processes Under Development. TRENDS IN PSYCHOLOGY 2021. [PMCID: PMC7771913 DOI: 10.1007/s43076-020-00061-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
With a global extent, the pandemic of the new coronavirus and the resulting measures to contain the contagion imposed immediate changes in the routine of people and societies. In view of this historical event, the first part of this theoretical study discussed its relationship with the concept of crisis, while circumscribing human development processes, mobilizing reorganizations in life trajectories. In the second part, the intensification of the use of digital tools to support communication during social isolation was highlighted, particularly reflecting on new interactive arrangements and inter-corporeal experiences. The paper reflects on the proximal processes in the new interactive and contextual configurations through the bioecological theory of human development and, based on concepts of the enactive theory, discusses possible implications of the new perceptual fields and the production of meanings with the repositioning of the body and new modes of engagement. The study highlights that the changes, events, relationships, and effects that we are experiencing (trans)form our forms of sociability and bases of psyche.
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Affiliation(s)
- Gabriella Garcia Moura
- Department of Social Psychology and Development, Federal University of Espírito Santo, Vitória, ES Brazil
| | | | - Juliene Madureira Ferreira
- Faculty of Education and Culture, Tampere University, Åkerlunkinkatu, 5. Office 509, FI-33214 Tampere, Finland
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257
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Bertsch TG, Denton TT, Perea NM, Ahmed A, McKeirnan KC. Drug development and the process of transitioning to team-based learning in a qualitative way. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:723-728. [PMID: 33867071 DOI: 10.1016/j.cptl.2021.01.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2020] [Revised: 11/21/2020] [Accepted: 01/20/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND AND PURPOSE The North American Pharmacist Licensure Examination and the Pharmacy Curriculum Outcomes Assessment are two standardized tests that evaluate students' preparedness to progress into pharmacy practice. Pharmacy educators are responsible for ensuring individual learners are engaged in course material and take appropriate steps to succeed in meeting learning outcomes. Whenever a new pedagogy is adopted in a previously existing course, understanding the impact on learners is critical. EDUCATIONAL ACTIVITY AND SETTING Team-based learning (TBL) was implemented within a novel Drug Discovery and Development course to measure the impact in active participation and student performance within the second year of pharmacy school. Survey data was collected to gather pharmacy students' perspectives regarding the pedagogy change. Examination competency scores and active participation were tracked to measure student engagement. FINDINGS Survey results revealed students agreed or strongly agreed that Drug Discovery and Development was enjoyable when taught with a TBL model, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Average attendance scores were > 90% in a TBL setting. No change in block exam competency scores were noted across the three academic cohorts. SUMMARY Students agreed that Drug Discovery and Development was enjoyable when taught using TBL, created a conductive learning environment, and improved their perceived knowledge, communication skills, and confidence. Additional research should be conducted to quantify student engagement and active attendance within similar courses. Similar styles of TBL implementation could be incorporated at other colleges of pharmacy to measure its potential benefits.
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Affiliation(s)
- Taylor G Bertsch
- Washington State University, College of Pharmacy and Pharmaceutical Sciences, 412 E Spokane Falls Blvd, Spokane, WA 99202, United States.
| | - Travis T Denton
- Washington State University, College of Pharmacy and Pharmaceutical Sciences, 412 E Spokane Falls Blvd, Spokane, WA 99202, United States.
| | - Nicole M Perea
- Washington State University, College of Pharmacy and Pharmaceutical Sciences, 412 E Spokane Falls Blvd, Spokane, WA 99202, United States.
| | - Ayesha Ahmed
- Washington State University, College of Pharmacy and Pharmaceutical Sciences, 412 E Spokane Falls Blvd, Spokane, WA 99202, United States.
| | - Kimberly C McKeirnan
- Washington State University, College of Pharmacy and Pharmaceutical Sciences, 412 E Spokane Falls Blvd, Spokane, WA 99202, United States.
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258
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Skogsberg K. Some assembly required: building a hands-on model of a single receptive field in the retina. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:307-309. [PMID: 33851856 DOI: 10.1152/advan.00156.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 02/03/2021] [Indexed: 06/12/2023]
Abstract
Many students struggle to understand the sometimes counterintuitive and complicated organization of the retina. As soon as they begin to grasp these complex relationships, we add another confusing concept: the organization of receptive fields of individual ganglion cells. Publishers provide figures in textbooks and videos, but like many topics in physiology, students may learn more effectively using hands-on models. This article provides instructions for building a three-dimensional model of a single retinal receptive field using inexpensive craft supplies. In alignment with the principles of universal design, this model will make the material easier to comprehend and more accessible to learners of all abilities. This activity provides a framework for students to begin exploring the structures and functions of cells of the retina and the organization of receptive fields in the visual system and provides a foundation for explaining other types of sensory systems.
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259
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Herrera Torres L, Souza-Soares de Quadros MR, Sánchez-Sánchez LC, Ramiro-Sánchez T. Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18115914. [PMID: 34072935 PMCID: PMC8199209 DOI: 10.3390/ijerph18115914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 05/25/2021] [Accepted: 05/27/2021] [Indexed: 11/21/2022]
Abstract
The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil.
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Affiliation(s)
- Lucía Herrera Torres
- Department of Developmental and Educational Psychology, Faculty of Science Education and Sport, University of Granada, Calle Santander, N° 1, 52071 Melilla, Spain; (L.H.T.); (T.R.-S.)
| | | | - Laura C. Sánchez-Sánchez
- Department of Developmental and Educational Psychology, Faculty of Science Education and Sport, University of Granada, Calle Santander, N° 1, 52071 Melilla, Spain; (L.H.T.); (T.R.-S.)
- Correspondence: ; Tel.: +34-952698731
| | - Tamara Ramiro-Sánchez
- Department of Developmental and Educational Psychology, Faculty of Science Education and Sport, University of Granada, Calle Santander, N° 1, 52071 Melilla, Spain; (L.H.T.); (T.R.-S.)
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260
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Newell SJ, Chur-Hansen A, Strelan P. A construct validity analysis of the concept of psychological literacy. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2021. [DOI: 10.1080/00049530.2021.1922069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/30/2022]
Affiliation(s)
| | - Anna Chur-Hansen
- School of Psychology, University of Adelaide, Adelaide, Australia
| | - Peter Strelan
- School of Psychology, University of Adelaide, Adelaide, Australia
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261
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Brethower DM, Dickinson AM, Johnson DA, Johnson CM. A history of organizational behavior management. JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT 2021. [DOI: 10.1080/01608061.2021.1924340] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Dale M. Brethower
- Western Michigan University, Department of Psychology, Kalamazoo, Michigan, USA
| | - Alyce M. Dickinson
- Western Michigan University, Department of Psychology, Kalamazoo, Michigan, USA
| | - Douglas A. Johnson
- Western Michigan University, Department of Psychology, Kalamazoo, Michigan, USA
| | - C. Merle Johnson
- Central Michigan University, Department of Psychology, Mount Pleasant, Michigan, USA
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262
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Blumenthal S, McAloney-Kocaman K, McLarnon N, Burns L, McDermott J. Development of a questionnaire to assess student behavioral confidence to undertake interprofessional education activities. J Interprof Care 2021; 36:282-291. [PMID: 33980099 DOI: 10.1080/13561820.2021.1894104] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Measurement of the impact of interprofessional education (IPE) is the golden chalice educationalists chase. We undertook the development of a scale to measure IPE Academic Behavioral Confidence (IPE-ABC) in allied health, nursing, and social work pre-registration students. This work formed part of the evaluation of a large IPE framework embedded across two Scottish universities. General ABC has been shown to influence student perceptions of study experiences and it is thus reasonable to postulate that ABC could influence student perceptions of IPE. This research developed a questionnaire to ascertain health and social care students' confidence to engage in IPE, utilizing a mixed method approach. Fifteen different professional groups of pre-registration students (n = 565) participated in the assessment of the 38 item questionnaire. Exploratory factor analysis identified three factors: 1/interprofessional teamwork, 2/behaviors underpinning collaboration, and 3/interprofessional communication collectively accounting for 38.2% of the variance. Internal consistency of the overall scale (Cronbach's α = .93) was very good with subscales demonstrating very good internal consistency, 1 (α = .89), or respectable consistency 2 (α = .78) and 3 (α = .79). We conclude the IPE-ABC questionnaire could be utilized to enhance and assess the success of IPE related activities.
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Affiliation(s)
- Sharron Blumenthal
- School of Health and Life Sciences , Glasgow Caledonian University, Glasgow, UK
| | | | - Nichola McLarnon
- School of Health and Life Sciences , Glasgow Caledonian University, Glasgow, UK
| | - Lindsey Burns
- School of Health and Life Sciences , Glasgow Caledonian University, Glasgow, UK
| | - Jamie McDermott
- School of Health and Life Sciences , Glasgow Caledonian University, Glasgow, UK
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263
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Miron J, Eaton SE, McBreairty L, Baig H. Academic Integrity Education Across the Canadian Higher Education Landscape. JOURNAL OF ACADEMIC ETHICS 2021; 19:441-454. [PMID: 33994896 PMCID: PMC8110690 DOI: 10.1007/s10805-021-09412-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/22/2021] [Indexed: 11/28/2022]
Abstract
The purpose of this article is to understand how academic integrity educational tutorials are administered across Canadian higher education. Results are shared from a survey of publicly funded Canadian higher education institutions (N = 74), including universities (n = 41) and colleges (n = 33), across ten provinces where English is the primary language of instruction. The survey contained 29 items addressing institutional demographic details, as well as academic integrity education questions. Results showed that academic integrity tutorials are inconsistent across Canadian higher education, with further differences evident within the university and college sectors.
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Affiliation(s)
- Jennifer Miron
- Faculty of Health Sciences & Wellness Humber Institute of Technology and Advanced Learning (ITAL), 205 Humber College Blvd, ON M9W 5L7 Toronto, Canada
| | - Sarah Elaine Eaton
- Werklund School of Education, Academic Integrity, Educational Leader in Residence, University of Calgary, EDT 916, 2500 University Dr. NW, Calgary, AB T2N 1N4 Canada
| | - Laura McBreairty
- Faculty of Health Sciences & Wellness Humber Institute of Technology and Advanced Learning (ITAL), 205 Humber College Blvd, ON M9W 5L7 Toronto, Canada
| | - Heba Baig
- Faculty of Health Sciences & Wellness Humber Institute of Technology and Advanced Learning (ITAL), 205 Humber College Blvd, ON M9W 5L7 Toronto, Canada
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264
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Vann DM, Riggs DW, Green HJ. Implementing a brief E-training opportunity for mental health practitioners working with non-binary clients. AUSTRALIAN PSYCHOLOGIST 2021. [DOI: 10.1080/00050067.2021.1921556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Damian M. Vann
- Menzies Health Institute Qld, Griffith University, Gold Coast, Australia
- School of Applied Psychology, Griffith University, Gold Coast, Australia
| | - Damien W. Riggs
- College of Education, Psychology, & Social Work, Flinders University, Adelaide, Australia
| | - Heather J. Green
- Menzies Health Institute Qld, Griffith University, Gold Coast, Australia
- School of Applied Psychology, Griffith University, Gold Coast, Australia
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265
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Çimşir E, Ülker Tümlü G. The roles of latent perfectionism classes in academicians' tendencies toward workaholism, useless superiority effort and narcissism. The Journal of General Psychology 2021; 149:524-549. [PMID: 33960262 DOI: 10.1080/00221309.2021.1922342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Although previous research has identified that perfectionism is associated with both narcissism and workaholism, research into the specific roles of potential perfectionism classes in these personality dynamics is currently unavailable. Furthermore, no study has investigated if the "useless superiority effort" dimension of inferiority feelings, which indicates an increased need for superiority over others potentially to overcome self-perceived inferiorities, is related to other important personality dynamics. This study was therefore conducted to identify if potential perfectionism classes that exist among academicians (N = 317) can simultaneously explain significant differences in their tendencies toward workaholism, narcissism, and useless superiority effort, after controlling for potential social desirability effect. A latent class analysis of two dimensions of perfectionism (discrepancy and high standards) revealed four distinct classes of academicians; non-perfectionists (NONPs; 20%), maladaptive perfectionists (MPs; 17%), normal perfectionists (NPs; 44%) and adaptive perfectionists (APs; 19%). Further analysis (MANCOVA) showed that while MPs have the highest tendencies toward workaholism and useless superiority effort, NONPs have the lowest tendencies toward these. Moreover, APs reported significantly lower useless superiority than NPs, despite scoring similarly on both narcissism and workaholism. Additionally, based on workaholism being related to narcissism, high standards and discrepancy dimensions of perfectionism, as well as useless superiority effort, while weekly work hours are not, it can be suggested that workaholism is qualitatively different from working long hours.
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266
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García-Ros R, Ruescas-Nicolau MA, Cezón-Serrano N, Carrasco JJ, Pérez-Alenda S, Sastre-Arbona C, San Martín-Valenzuela C, Flor-Rufino C, Sánchez-Sánchez ML. Students' Perceptions of Instructional Rubrics in Neurological Physical Therapy and Their Effects on Students' Engagement and Course Satisfaction. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:4957. [PMID: 34066623 PMCID: PMC8125510 DOI: 10.3390/ijerph18094957] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/09/2021] [Revised: 05/03/2021] [Accepted: 05/03/2021] [Indexed: 11/22/2022]
Abstract
One of the main challenges faced by physical therapy (PT) students is to learn the practical skills involved in neurological physical therapy (PT). To help them to acquire these skills, a set of rubrics were designed for formative purposes. This paper presents the process followed in the creation of these rubrics and their application in the classroom, noting that students perceived them as valid, reliable, and highly useful for learning. The perception of the validity and usefulness of the rubrics has different closely related dimensions, showing homogeneous values across the students´ sociodemographic and educational variables, with the exception of dedication to studying, which showed a significant relationship with schoolwork engagement and course satisfaction. The adequacy of the hypothesized structural model of the relationships among the variables was confirmed. Direct effects of the perception of the rubrics' validity and engagement on course satisfaction were found, as well as direct effects of the assessment of the usefulness of the rubrics on schoolwork engagement and indirect effects on course satisfaction through this latter variable. The results are discussed taking into account the conclusions of previous research and different instructional implications.
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Affiliation(s)
- Rafael García-Ros
- Department of Developmental and Educational Psychology, Faculty of Psychology, University of Valencia, 46010 Valencia, Spain;
| | - Maria-Arantzazu Ruescas-Nicolau
- Physiotherapy in Motion, Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain; (N.C.-S.); (J.J.C.); (S.P.-A.); (C.S.-A.); (M.L.S.-S.)
| | - Natalia Cezón-Serrano
- Physiotherapy in Motion, Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain; (N.C.-S.); (J.J.C.); (S.P.-A.); (C.S.-A.); (M.L.S.-S.)
| | - Juan J. Carrasco
- Physiotherapy in Motion, Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain; (N.C.-S.); (J.J.C.); (S.P.-A.); (C.S.-A.); (M.L.S.-S.)
- Intelligent Data Analysis Laboratory, ETSE (Engineering School), University of Valencia, 46100 Burjassot, Spain
| | - Sofía Pérez-Alenda
- Physiotherapy in Motion, Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain; (N.C.-S.); (J.J.C.); (S.P.-A.); (C.S.-A.); (M.L.S.-S.)
| | - Clara Sastre-Arbona
- Physiotherapy in Motion, Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain; (N.C.-S.); (J.J.C.); (S.P.-A.); (C.S.-A.); (M.L.S.-S.)
| | - Constanza San Martín-Valenzuela
- Unit of Personal Autonomy, Dependency and Mental Disorder Assessment, Faculty of Medicine, University of Valencia, 46010 Valencia, Spain;
- Research Unit in Clinical Biomechanics–UBIC, Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain
- Centro Investigación Biomédica en Red de Salud Mental, CIBERSAM, 28029 Madrid, Spain
| | | | - Maria Luz Sánchez-Sánchez
- Physiotherapy in Motion, Multispeciality Research Group (PTinMOTION), Department of Physiotherapy, University of Valencia, 46010 Valencia, Spain; (N.C.-S.); (J.J.C.); (S.P.-A.); (C.S.-A.); (M.L.S.-S.)
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267
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Use of Exam Wrapper Metacognitive Strategy to Promote Student Self-assessment of Learning: An Integrative Review. Nurse Educ 2021; 47:37-41. [PMID: 33958553 DOI: 10.1097/nne.0000000000001026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Metacognitive knowledge and regulation are critical to nursing students who must apply knowledge to rapidly changing and complex conditions. Exam wrappers assist learners to consider past study habits with the goal of improving future exam preparation. However, little is known about use of exam wrappers in nursing education. PURPOSE The purpose of this integrative review was to describe the disciplines, populations, courses, specific strategies, and outcomes of the exam wrapper strategy. METHODS A systematic literature search of peer-reviewed publications was completed in any discipline using exam wrappers. RESULTS Ten academic disciplines of primarily introductory students completed exam wrappers with positive effects on course and exam grades, as well as metacognition, and noted changes in future study habits. CONCLUSIONS The exam wrapper strategy has been successfully implemented with improvements in course and exam grades, levels of metacognition, and changes in future study habits.
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Abstract
Zusammenfassung
Hintergrund
Durch die Einführung des neuen „Psychotherapiestudiums“ zum Herbst 2020 und die Wünsche bisheriger Ausbildungsteilnehmer an psychotherapeutischen Ausbildungsinstituten ist die Notwendigkeit gegeben, erfahrungsbasierte und kompetenzorientierte Lehre in das zukünftige Studium und die nachfolgende Weiterbildung werdender Psychotherapeuten zu integrieren.
Material und Methode
Orientiert am Kern-Zyklus, einem bedeutenden Modell zur Curriculumsentwicklung, werden die Entwicklung, Konzeptionalisierung und Implementierung eines longitudinalen Curriculums zur Vermittlung psychodynamischer Interventionskompetenzen (DYNAMIK-Curriculum) in die derzeitige Ausbildung zum psychologischen Psychotherapeuten vorgestellt.
Ergebnisse
Es wurde ein longitudinales Curriculum mit 8 Modulen zur Vermittlung allgemeiner und spezifischer psychodynamischer Interventionskompetenzen mithilfe von Peer-Rollenspielen und standardisierten Patienten entwickelt. Dieses stellt seit Mitte 2019 einen integralen Bestandteil der Ausbildung zum tiefenpsychologisch fundierten Psychotherapeuten am Heidelberger Institut für Psychotherapie (HIP) dar.
Schlussfolgerung
Das DYNAMIK-Curriculum ist der erste wichtige Schritt in Richtung der longitudinalen erfahrungsorientieren, praxisnahen Kompetenzorientierung in der derzeitigen Ausbildung und dem zukünftigen Studium mit nachfolgender Weiterbildung von psychologischen Psychotherapeuten. Es resultiert die Notwendigkeit zur Wirksamkeitsüberprüfung solcher Curricula und zur praktischen Prüfung von Interventionskompetenzen.
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269
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Barradell S, Bell A. Is health professional education making the most of the idea of 'students as partners'? Insights from a qualitative research synthesis. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:513-580. [PMID: 33089396 DOI: 10.1007/s10459-020-09998-3] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2020] [Accepted: 10/12/2020] [Indexed: 06/11/2023]
Abstract
Students as partners is a movement which is gaining momentum in higher education, yet disciplinary perspectives are underexplored. Using a qualitative synthesis approach informed by Major and Savin-Baden (2010), we systematically investigated how health professional education has taken up the practice of working in partnership with students. Fifty-five publications were identified in our search from 2011 to -mid 2018. The majority of literature came from North America and medicine was the most frequently represented health profession. Our three stage analysis identified five key themes: (1) framing (i.e. ethos) of the partnership; (2) drivers for partnership; (3) sustainability; (4) inclusion of student voice; and (5) understanding of partnership and its benefits and challenges. Health professional educators are well equipped to enact partnership opportunities due to their clinical skills in person-centred care. However to gain the most from student-staff partnerships, health professional education would benefit from greater awareness of the field's theoretical understandings of partnership and its key principles of reciprocity, respect and responsibility.
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Affiliation(s)
- Sarah Barradell
- Department of Health Professions, Faculty of Health, Arts and Design, Swinburne University of Technology, Mail no H21, PO Box 218, Hawthorn, VIC, 3122, Australia.
- School of Allied Health, Human Services and Sport, La Trobe University, Bundoora, 3086, Australia.
| | - Amani Bell
- Faculty of Medicine and Health, The University of Sydney School of Health Sciences, The University of Sydney, Sydney, Australia
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270
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Kraft-Todd GT, Rand DG. Practice what you preach: Credibility-enhancing displays and the growth of open science. ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES 2021. [DOI: 10.1016/j.obhdp.2020.10.009] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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271
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Williams CA, Lewis L. Mindsets in health professions education: A scoping review. NURSE EDUCATION TODAY 2021; 100:104863. [PMID: 33780774 DOI: 10.1016/j.nedt.2021.104863] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Revised: 02/25/2021] [Accepted: 03/03/2021] [Indexed: 06/12/2023]
Abstract
The growth mindset model has been linked with enhancing academic success in college students. A scoping review was conducted detailing evidence of the growth mindset model's application in health professions. Databases searched included: MEDLINE, CINAHL, ERIC, Scopus, Conference Papers Index, Embase, and Education Database. A hand search was also carried out. 1296 articles were reviewed. Inclusion/exclusion resulted in 22 articles from health professions articles: medical education (10), nursing (3), veterinary (3), pharmacy (2), physiotherapy (1), and general health professions education (3). This study demonstrated that fixed mindset student learners may avoid constructive feedback, hide errors, and express negative maladaptive behaviors that threaten their learning. To cultivate an adaptive lifelong learning health professional, the growth mindset model shows promise and should be integrated into curricula. In closing, many articles were not empirical research. Implications: The growth mindset model shows promise for academic success in health professions education, but more robust studies are warranted.
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Affiliation(s)
- Cheryl A Williams
- Salem State University, 352 Lafayette Street, Salem, MA, United States of America.
| | - Lisa Lewis
- Duke University, United States of America
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272
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Duffy B, Rose-Wiles LM, Loesch MM. Contemplating library instruction: Integrating contemplative practices in a mid-sized academic library. JOURNAL OF ACADEMIC LIBRARIANSHIP 2021. [DOI: 10.1016/j.acalib.2021.102329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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273
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Students’ and Instructors’ Understandings, Attitudes and Beliefs about Educational Theories: Results of a Mixed-Methods Study. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11050197] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
(1) Background: Educational theories are a constitutive element of educational studies. Despite their theoretical relevance, little is still known about students’ and instructors’ understandings of educational theories and their theory-related attitudes and beliefs. (2) Methods: To elucidate these constructs and to test their relevance, we conducted a mixed-methods study with 32 students and 12 instructors of educational studies at a German university. (3) Results: We found that both groups perceived educational theories as rather abstract concepts. Students reported rather negative attitudes and naive beliefs. For both groups, we found that attitudes and beliefs were strongly tied to motivational and affective aspects when dealing with educational theories, which stresses their relevance for educational studies. (4) Conclusions: We suggest a systematic theoretical clarification of the term educational theories. Furthermore, consideration of students’ and instructors’ theory-related attitudes and beliefs can give rise to meaningful practical implications (e.g., through self-reflection).
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274
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Open science as a path to education of new psychophysiologists. Int J Psychophysiol 2021; 165:76-83. [PMID: 33865900 DOI: 10.1016/j.ijpsycho.2021.04.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Revised: 03/18/2021] [Accepted: 04/03/2021] [Indexed: 11/22/2022]
Abstract
There is a pressing need for resources to train the next generation of psychophysiologists. Psychophysiology, and especially the subfield of cognitive electrophysiology, poses challenges for educators because it requires an understanding of complex concepts and experimental design, advanced analysis and programming skills, and access to specialized software and equipment. These challenges are common to other STEM fields as well. We present PURSUE (Preparing Undergraduates for Research in STEM Using Electrophysiology - www.PursueERP.com) as an example initiative that engages open educational practices to create and share freely available electrophysiology training materials. This model uses evidence-based pedagogy to create accessible and flexible materials, an open database with supporting lab-based training resources, and also provides instructor support during implementation. This model can be used for other areas within STEM. We review benefits and challenges of using open science research and publishing practices for training. Open science resources have benefits for both course-based undergraduate research experiences and other types of training by increasing access to publications, software, and code for conducting experiments and analyses, as well as access to data for those who do not have access to research equipment. Further, we argue that coordinated open educational practices are necessary to take full advantage of open science resources for training students. Open educational practices such as open educational resources, collaborative course building, and implementation support greatly enhance the ability to incorporate these open science resources into a curriculum.
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275
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Reis A, Mortimer T, Rutherford E, Sperandei S, Saheb R. Students as leaders in supporting campus well-being: Peer-to-peer health promotion in higher education. Health Promot J Austr 2021; 33:106-116. [PMID: 33864297 DOI: 10.1002/hpja.495] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 03/26/2021] [Accepted: 04/12/2021] [Indexed: 11/09/2022] Open
Abstract
ISSUE ADDRESSED This study aimed to analyse the relationship between peer-delivered health promotion programmes and student well-being and to expand the limited body of research examining peer-to-peer mental health promotion as experienced by student leaders. METHODS The study was cross-sectional and focused on the experience of participants of a Sydney-based University Mental Health Day event, including student leaders, student participants, university staff and industry partners. It adopted a mixed-method approach to data collection, including a quantitative and a qualitative phase. RESULTS Results from the quantitative phase demonstrate the benefits of peer-delivered health promotion programmes to students who receive the event. Results from the qualitative phase of the study provide a deeper insight into the delivery of the event, from both a student leader perspective, and also from the perspective of other stakeholders, who worked closely with student leaders. Two main themes emerged from the qualitative material and are explored in detail: enabling leadership and creating a sense of purpose. CONCLUSION The study concludes that, while there is mounting evidence of the benefits of student-led mental health programmes for both leaders and their peers, more research needs to be carried out to better understand how to optimise these experiences and unlock their full potential with reference to student mental health. SO WHAT?: With the ongoing pressure on university student services to support student well-being not being met with appropriate resourcing, peer-to-peer programmes, like the Mental Health and Well-being Student Ambassador Programme, have a real opportunity to make strides in supporting and promoting student mental health.
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Affiliation(s)
- Arianne Reis
- School of Health Sciences, Western Sydney University, Parramatta, NSW, Australia.,Translational Health Research Institute, Western Sydney University, Parramatta, NSW, Australia
| | - Taylor Mortimer
- School of Health Sciences, Western Sydney University, Parramatta, NSW, Australia
| | - Erin Rutherford
- Student Experience Office, Western Sydney University, Parramatta, NSW, Australia
| | - Sandro Sperandei
- Translational Health Research Institute, Western Sydney University, Parramatta, NSW, Australia
| | - Rowena Saheb
- Student Experience Office, Western Sydney University, Parramatta, NSW, Australia
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276
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Hurst R, Prescott J. Counselling as a calling: Meaning in life and perceived self‐competence in counselling students. COUNSELLING & PSYCHOTHERAPY RESEARCH 2021. [DOI: 10.1002/capr.12406] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Robert Hurst
- School of Education and Psychology University of Bolton Bolton UK
| | - Julie Prescott
- School of Education and Psychology University of Bolton Bolton UK
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277
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Menz C, Spinath B, Seifried E. Where do pre-service teachers' educational psychological misconceptions come from? ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2021. [DOI: 10.1024/1010-0652/a000299] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Abstract. Previous research has found a high prevalence of some (educational) psychological misconceptions (i.e., incorrect but often popular assumptions that contradict results from psychological research) among (pre-service) teachers. However, the number of topics that have been investigated is limited. Additionally, knowing the sources of misconceptions might be helpful for rebutting them. Furthermore, anecdotal evidence has been found to be important for informing (pre-service) teachers' practice, but personal experiences also are among the main sources of misconceptions. Therefore, we hypothesized that pre-service teachers would predominantly view sources of anecdotal evidence as the origin of their educational psychological beliefs in general and the main source of their misconceptions in particular. In an online survey (with correlational and quasi-experimental elements) of N = 836 pre-service teachers, we found that educational psychological misconceptions were less prevalent than expected but that pre-service teachers indeed mainly based their beliefs on sources of anecdotal evidence (personal experiences and narratives from other people) and that these nonscientific sources turned out to be the main sources of their misconceptions (comparison with scientific sources: d = 0.19 and d = 0.23). Furthermore, referring more to sources of anecdotal than scientific evidence (research and lectures) was associated with undesirable aspects, that is, more misconceptions ( d = 0.21) and less reduction of misconception endorsement through empirical refutation-style information ( d = 0.30) but not with a lower judgment of the view that it is possible to examine educational psychological topics scientifically. In sum, our results indicate that basing one's beliefs more on sources of anecdotal than scientific evidence is associated with outcomes that stand in contrast to evidence-based education. Future research should investigate why pre-service teachers concentrate on sources of anecdotal evidence, how to make sources of scientific evidence more tempting, and whether counteracting misconceptions by showing the downside of nonscientific sources is effective.
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Affiliation(s)
- Cordelia Menz
- Department of Psychology, Heidelberg University, Heidelberg, Germany
| | - Birgit Spinath
- Department of Psychology, Heidelberg University, Heidelberg, Germany
| | - Eva Seifried
- Department of Psychology, Heidelberg University, Heidelberg, Germany
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278
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Kubik FDSV, Marksteiner T, Richter T. Kommentare zum Positionspapier zu Lindner, M. A. et al (2021). Ein Plädoyer zur Qualitätssicherung schriftlicher Prüfungen im Psychologiestudium. PSYCHOLOGISCHE RUNDSCHAU 2021. [DOI: 10.1026/0033-3042/a000525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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279
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Lindner MA, Sparfeldt JR, Köller O, Lukas J, Leutner D. Ein Plädoyer zur Qualitätssicherung schriftlicher Prüfungen im Psychologiestudium. PSYCHOLOGISCHE RUNDSCHAU 2021. [DOI: 10.1026/0033-3042/a000524] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Prüfungen sind zentrale, qualitätssichernde Elemente im Hochschulstudium, die hohen Ansprüchen genügen müssen. In der Praxis werden diese Ansprüche jedoch oft nicht idealtypisch erfüllt. Dieser Beitrag skizziert, wie ein evidenzbasiertes Vorgehen bei der Erstellung und Auswertung von schriftlichen Prüfungen aussehen kann, um den Umgang mit typischen Problemen zu erleichtern und kalkulierbare Risiken nach aktuellem Forschungsstand bestmöglich zu reduzieren. Wir diskutieren unter anderem, welche Gütekriterien an Hochschulprüfungen angelegt werden sollten, welche Aufgabenformate mit ihren spezifischen Vor- und Nachteilen wann sinnvoll einsetzbar sind, wie man der Rateproblematik bei geschlossenen Aufgabenformaten begegnen sollte und welche Potenziale computerbasierte Prüfungen bieten. Weiterhin gehen wir auf die Bedeutung von Prüfungen als Lernsteuerungsinstrument ein und diskutieren die Rolle studentischer Testwiseness sowie die Notwendigkeit, durch ineinandergreifende Maßnahmen ein systematisches Qualitätsmanagement für Prüfungen zu implementieren. Darüber hinaus wird im Rahmen des Diskussionsforums ein konstruktiver Dialog über Herausforderungen und Optimierungsbedarfe sowie Voraussetzungen und Gelingensbedingungen auf dem Weg zu besseren Prüfungen im Psychologiestudium fortgeführt.
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Affiliation(s)
| | | | - Olaf Köller
- IPN – Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik, Kiel
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280
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Gollwitzer M, Gleibs I, Häfner M, Lange J, Schneider D. Fachgruppe Sozialpsychologie. PSYCHOLOGISCHE RUNDSCHAU 2021. [DOI: 10.1026/0033-3042/a000529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
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281
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Pieschl S, Budd J, Thomm E, Archer J. Effects of Raising Student Teachers’ Metacognitive Awareness of Their Educational Psychological Misconceptions. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2021. [DOI: 10.1177/1475725721996223] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in a regular educational psychology course in an Australian teacher education program. In a two-by-two within-subject experimental design, student teachers ( n = 119) answered misconception questionnaires, made metacognitive judgments, and participated in awareness activities at the start (T1) and the end (T2) of the semester (within-subject factor: time). Half of the misconception items focused on educational psychology course content, while the other half focused on related topics that were not covered in the course (non-course content). Awareness activities (AA) consisted of providing feedback regarding all misconception items. During the lectures, we provided additional scientifically correct refutational explanations (RE) regarding course content. Thus, we compared the combined AA+RE treatment for course content with the AA treatment for non-course content (within-subject factor: treatment). Our findings confirm that student teachers harbor numerous high-confidence educational psychological misconceptions. Furthermore, awareness activities plus refutational explanations resulted in significant increases in metacognitive awareness and in performance. Additionally, initial metacognitive overconfidence was related to persistent misconceptions, indicating that overconfidence may hinder correction of course content misconceptions.
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Affiliation(s)
- Stephanie Pieschl
- School of Education, University of Newcastle, Australia
- School of Education, University of Newcastle, Australia
| | - Janene Budd
- School of Education, University of Newcastle, Australia
- School of Education, University of Newcastle, Australia
| | - Eva Thomm
- Erziehungswissenschaftliche Fakultät, Universität Erfurt, Germany
- School of Education, University of Newcastle, Australia
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282
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Agarwal PK, Nunes LD, Blunt JR. Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms. EDUCATIONAL PSYCHOLOGY REVIEW 2021. [DOI: 10.1007/s10648-021-09595-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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283
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Webb SN, Kavanagh PS, Chonody JM. Attitudes toward same‐sex family rights: Education facilitating progressive attitude change. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2021. [DOI: 10.1111/ajpy.12282] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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284
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Kubik V, Gaschler R, Hausman H. PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2021. [DOI: 10.1177/1475725720976462] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Students and instructors are looking for effective study and instructional strategies that enhance student achievement across a range of content and conditions. The current Special Issue features seven articles and one report, which used varied methodologies to investigate the benefits of practising retrieval and providing feedback for learning. This editorial serves as an introduction and conceptual framework for these papers. Consistent with trends in the broader literature, the research in this Special Issue goes beyond asking whether retrieval practice and feedback enhance learning, but rather, when, for whom, and under what conditions. The first set of articles examined the benefits of retrieval practice compared to restudy (i.e., the testing effect) and various moderators of the testing effect, including participants’ cognitive and personality characteristics ( Bertilsson et al., 2021 ) as well as the timing of the practice test and sleep ( Kroneisen & Kuepper-Tetzel, 2021 ). The second set of articles examined the efficacy of different types of feedback, including complex versus simple feedback ( Enders et al., 2021 ; Pieper et al., 2021 ) and positively or negatively valenced feedback ( Jones et al., 2021 ). Finally, the third set of articles to this Special Issue examined practical considerations of implementing both retrieval practice and feedback with educationally relevant materials and contexts. Some of the practical issues examined included when students should search the web to look for answers to practice problems ( Giebl et al., 2021 ), whether review quizzes should be required and contribute to students’ final grades ( den Boer et al., 2021 ), and how digital learning environments should be designed to teach students to use effective study strategies such as retrieval practice ( Endres et al., 2021 ). In short, retrieval and feedback practices are effective and robust tools to enhance learning and teaching, and the papers in the current Special Issue provide insight into ways for students and teachers to implement these strategies.
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Affiliation(s)
- Veit Kubik
- Bielefeld University, Germany
- University of California, Santa Cruz, USA
| | - Robert Gaschler
- FernUniversität Hagen, Germany
- University of California, Santa Cruz, USA
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285
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Stephens JM, Watson PWSJ, Alansari M, Lee G, Turnbull SM. Can Online Academic Integrity Instruction Affect University Students' Perceptions of and Engagement in Academic Dishonesty? Results From a Natural Experiment in New Zealand. Front Psychol 2021; 12:569133. [PMID: 33679506 PMCID: PMC7928306 DOI: 10.3389/fpsyg.2021.569133] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Accepted: 01/26/2021] [Indexed: 11/24/2022] Open
Abstract
The problem of academic dishonesty is as old as it is widespread – dating back millennia and perpetrated by the majority of students. Attempts to promote academic integrity, by comparison, are relatively new and rare – stretching back only a few hundred years and implemented by a small fraction of schools and universities. However, the past decade has seen an increase in efforts among universities to promote academic integrity among students, particularly through the use of online courses or tutorials. Previous research has found this type of instruction to be effective in increasing students’ knowledge of academic integrity and reducing their engagement in academic dishonesty. The present study contributes to this literature with a natural experiment on the effects of the Academic Integrity Course (AIC) at The University of Auckland, which became mandatory for all students in 2015. In 2012, a convenience sample of students (n = 780) had been asked to complete a survey on their perceptions of the University’s academic integrity polices and their engagement in several forms of academic dishonesty over the past year. In 2017, the same procedures and survey were used to collect data from second sample of students (n = 608). After establishing measurement invariance across the two samples on all latent factors, analysis of variance revealed mixed support for the studies hypotheses. Unexpectedly, students who completed the AIC (i.e., the 2017 sample) reported: (1) significantly lower (not higher) levels of understanding, support, and effectiveness with respect to the University’s academic integrity policies; (2) statistically equivalent (not higher) levels of peer disapproval of academic misconduct, and; (3) significantly higher (not lower) levels of peer engagement in academic misconduct. However, results related to participants’ personal engagement in academic misconduct offered partial support for hypotheses – those who completed the AIC reported significantly lower rates of engagement on three of the eight behaviors included in the study. The implications and limitations of these findings are discussed as well as possible future directions for research.
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Affiliation(s)
| | | | | | - Grace Lee
- The University of Auckland, Auckland, New Zealand
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286
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Giray G. An assessment of student satisfaction with e-learning: An empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions. EDUCATION AND INFORMATION TECHNOLOGIES 2021; 26:6651-6673. [PMID: 33686329 PMCID: PMC7929898 DOI: 10.1007/s10639-021-10454-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/27/2020] [Accepted: 01/24/2021] [Indexed: 06/12/2023]
Abstract
As COVID-19 reached Turkey in March 2020, all universities switched to e-learning in a very short period. Computer and software engineering (CE/SE) undergraduate students studying at university campuses have switched to e-learning. This paper seeks to understand the e-learning experience of CE/SE undergraduate students. A questionnaire was created and applied to CE/SE undergraduate students in Turkish universities. The data were analyzed using quantitative and qualitative techniques. The questionnaire received 290 usable responses. The highlights from the findings include: the participants (1) used video recordings intensively for e-learning and found them useful; (2) found face-to-face lectures more beneficial compared to digital live lectures; (3) used external online resources to improve their learning performance in courses; (4) thought that the materials and methods utilized for assessment should be adapted to e-learning for a better and fair evaluation; (5) perceived significantly less instructor support and classmate interaction and collaboration in e-learning compared to on-campus education settings; (6) rated their perceived satisfaction from e-learning as 2.85, slightly under the mid-level of the 5-point Likert scale; (7) perceived instructor support, student interaction and collaboration, and student autonomy as noteworthy factors in high-quality e-learning.
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Affiliation(s)
- Görkem Giray
- Line 1: Narlı Mah. Coşkun Sok. No:4 D:3 Narlıdere, 35320 İzmir, Turkey
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287
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Juckett LA, Jarrott SE, Naar JJ, Scrivano RM, Bunger AC. Implementing Intergenerational Best Practices in Community-Based Settings: A Preliminary Study. Health Promot Pract 2021; 23:473-481. [PMID: 33655787 DOI: 10.1177/1524839921994072] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Evidence-based intergenerational (IG) programs bring youth and older adults together in shared activities and promote socioemotional health across age-groups. The core components of these IG programs include 14 IG "best practices" that should be implemented during IG program sessions to optimize program effectiveness for both youth and older adult participants. Despite the proliferation of IG programs across the United States, it is unclear the extent to which these IG best practices have been implemented in the community. This preliminary study assesses the implementation of IG best practices at two community-based sites by program leaders who participated in a multifaceted professional education intervention for IG best practice use. Implementation of best practices was measured through the Best Practices Checklist completed by program leaders and trained coders as well as through narrative written comments. Program leaders indicated that they were able to consistently implement six out of the 14 IG best practices in 46 IG sessions, whereas the best practice named "Adaptations to equipment were made" was least likely to be implemented. Analysis of narrative comments indicated that (a) the group arrangement of participants and (b) program leaders' familiarity with activities also influenced implementation. While many IG best practices can be implemented in the community, some best practices can be implemented with greater ease and consistency. Training resources can support IG best practice implementation; however, our multifaceted professional education intervention may benefit from the addition of case examples or vignettes to depict potential strategies for optimizing evidence-based IG practices.
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288
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Kremkow JMD, Finke EH. Peer Experiences of Military Spouses with Children with Autism in a Distance Peer Mentoring Program: A Pilot Study. J Autism Dev Disord 2021; 52:189-202. [PMID: 33656623 DOI: 10.1007/s10803-021-04937-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/15/2021] [Indexed: 11/24/2022]
Abstract
Previous research has indicated military families with children with autism reported significant difficulties when relocating with their child with autism. One possible relocation support for these families is an online peer mentorship program with another military spouse with a child with autism who has more relocation experience. The purpose of this pilot investigation was to determine the feasibility, acceptability, and collect initial outcome data for an online peer mentorship program for military spouses with children with autism. Results from this study indicated an online peer mentorship program is feasible, and may be a helpful program to support military spouses with children with autism before relocations.
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Affiliation(s)
- Jennifer M D Kremkow
- Department of Communication Sciences and Disorders, Elmhurst University, 190 S Prospect Ave, Elmhurst, IL, 60126, USA.
| | - Erinn H Finke
- Department of Audiology and Speech Pathology, University of Tennessee Health Science Center, 578 South Stadium Hall, Knoxville, TNTN, 37996, USA
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289
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Lantian A. Les pratiques de recherche ouvertes en psychologie. PSYCHOLOGIE FRANCAISE 2021. [PMCID: PMC7540208 DOI: 10.1016/j.psfr.2020.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Cet article vise à offrir une vision d’ensemble des récentes évolutions des pratiques de recherche en psychologie. Un rappel des différents symptômes de la crise de la réplicabilité (et de confiance) ayant affecté la psychologie sera suivi par une discussion approfondie et nuancée des facteurs responsables de cette situation. Il s’agira ensuite, en s’appuyant sur des illustrations et des ressources, de démontrer le rôle crucial des pratiques de recherche ouvertes comme moyen de résoudre ces difficultés. La connaissance et l’adoption de ces pratiques de recherche popularisées par le mouvement de la science ouverte sont indispensables afin de contribuer, via la transparence et l’ouverture, à l’effort collectif d’amélioration de la fiabilité et de la réplicabilité des résultats en psychologie.
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290
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den Boer AWJP, Verkoeijen PPJL, Heijltjes AEG. Comparing Formative and Summative Cumulative Assessment: Two Field Experiments in an Applied University Engineering Course. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2021. [DOI: 10.1177/1475725720971946] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Cumulative assessment refers to interspersed testing in which each assessment covers all previous content and the mean assessments’ grade weighs in for the final exam grade. The effect of cumulative assessment on motivation and performance might differ between summative (i.e. assessment grades weigh in for the final exam grade) and formative (i.e. the assessments grades do not weigh in) variants. The present study explored this hypothesis in two field experiments in a higher education course (Exp 1: n = 102; Exp 2: n = 88). Each experiment used a single-factor, between-subjects design with type of cumulative assessment (i.e. summative vs formative) as independent variable and motivation (Exp 1: self-study time, topic interest, perceived competence; Exp 2: preparation time and self-efficacy) and performance (Exp 2: cumulative assessment performance; Exp1 and Exp2: final exam grade and delayed test performance) as dependent variables. The results of both experiments reinforced each other. In the summative condition, the final exam grade was higher than in the formative condition. However, when the summative assessments were discarded from the final grade, this difference disappeared. Also, in both experiments, the conditions did not differ on motivation measures. Theoretical and practical implications of our findings are discussed.
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Affiliation(s)
- Anton WJP den Boer
- Brain & Learning research group, Learning and Innovation Center, Avans University of Applied Sciences, The Netherlands
- Brain & Learning research group, Learning and Innovation Center, Avans University of Applied Sciences, The Netherlands
| | - Peter PJL Verkoeijen
- Brain & Learning research group, Learning and Innovation Center, Avans University of Applied Sciences, The Netherlands
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, The Netherlands
- Brain & Learning research group, Learning and Innovation Center, Avans University of Applied Sciences, The Netherlands
| | - Anita EG Heijltjes
- Brain & Learning research group, Learning and Innovation Center, Avans University of Applied Sciences, The Netherlands
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291
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Jones DL, Nelson JD, Opitz B. Increased Anxiety is Associated with Better Learning from Negative Feedback. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2021. [DOI: 10.1177/1475725720965761] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Anxiety is one of the most prevalent mental health problems; it is known to impede cognitive functioning. It is believed to alter preferences for feedback-based learning in anxious and non-anxious learners. Thus, the present study measured feedback processing in adults ( N = 30) with and without anxiety symptoms using a probabilistic learning task. Event-related potential (ERP) measures were used to assess how the bias for either positive or negative feedback learning is reflected by the feedback-related negativity component (FRN), an ERP extracted from the electroencephalogram. Anxious individuals, identified by means of the Penn State Worry Questionnaire, showed a diminished FRN and increased accuracy after negative compared to positive feedback. Non-anxious individuals exhibited the reversed pattern with better learning from positive feedback, highlighting their preference for positive feedback. Our ERP results imply that impairments with feedback-based learning in anxious individuals are due to alterations in the mesolimbic dopaminergic system. Our finding that anxious individuals seem to favor negative as opposed to positive feedback has important implications for teacher–student feedback communication.
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292
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Galán CA, Bekele B, Boness C, Bowdring M, Call C, Hails K, McPhee J, Mendes SH, Moses J, Northrup J, Rupert P, Savell S, Sequeira S, Tervo-Clemmens B, Tung I, Vanwoerden S, Womack S, Yilmaz B. Editorial: A Call to Action for an Antiracist Clinical Science. JOURNAL OF CLINICAL CHILD AND ADOLESCENT PSYCHOLOGY 2021; 50:12-57. [DOI: 10.1080/15374416.2020.1860066] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
| | - Beza Bekele
- Department of Psychology, Arizona State University
| | | | | | | | - Kate Hails
- Department of Psychology, University of Pittsburgh
| | | | | | | | | | - Petra Rupert
- Department of Psychology, University of Pittsburgh
| | | | | | | | - Irene Tung
- Department of Psychiatry, University of Pittsburgh
| | | | - Sean Womack
- Department of Psychology, University of Virginia
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293
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Bebermeier S, Austerschmidt KL, Nussbeck FW. Determinants of Psychology Students’ Study Satisfaction. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2021. [DOI: 10.1177/1475725720985223] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Understanding characteristics that contribute to psychology students’ academic success is important to better support them during their studies. Referring to person–environment fit theory, we examined effects of study-relevant characteristics (self-efficacy beliefs, self-assessed level of information about the study program) on subjective criteria of success (persistence with the choice of study subject, later study satisfaction) and controlled for effects of grade point average (GPA) and mathematical skills. We present a longitudinal survey study including five cohorts of first-year students (total N = 854). Mediation models ( N = 254) revealed that self-efficacy and level of information at study entry predicted students’ persistence at the end of the first semester, which predicted satisfaction at the end of the second semester. In the presumed overall model we found total effects of self-efficacy and level of information, with direct and indirect effects (via persistence) on satisfaction, and no total or direct effects of GPA and mathematical skills, but an indirect effect of GPA on satisfaction. Thus, psychology students’ satisfaction substantially depends on study-relevant characteristics and less on skills. An enhancement of students’ self-efficacy beliefs and comprehensive information for those who are interested in the subject might help to increase satisfaction and thus success.
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294
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McDaniel MA, Einstein GO, Een E. Training College Students to Use Learning Strategies: A Framework and Pilot Course. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2021. [DOI: 10.1177/1475725721989489] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The use of effective study strategies is important for academic achievement, yet research indicates that students often use relatively ineffective learning strategies. Though potent strategies to promote durable learning exist, there is a lack of theoretical and empirical work on how to train students to self-regulate use of these strategies successfully. We summarize a novel framework to do so: the knowledge, belief, commitment, and planning ( KBCP) framework. The assumptions are that learners must develop knowledge about a strategy and how to use it, believe that the strategy is effective for the individual learner, commit to the strategy, and create an action plan for carrying it out. We then describe an example of the KBCP framework as applied to a college course on teaching students effective learning strategies and self-regulation of these strategies in their college coursework. Lectures on specific learning strategies conveyed knowledge about the strategies, in-class demonstrations illustrated their efficacy (to support belief), and assignments required students to develop a plan for applying them to their courses and to implement the plan (to ensure commitment). Discussion focuses on the implications of including training in how to use learning strategies in psychology courses and curricula, and on the possible extension of such training to the teaching of other psychology content.
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Affiliation(s)
- Mark A. McDaniel
- Washington University in St. Louis, USA
- Washington University in St. Louis, USA
| | | | - Emily Een
- Washington University in St. Louis, USA
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295
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Baena-Morales S, Jerez-Mayorga D, Delgado-Floody P, Martínez-Martínez J. Sustainable Development Goals and Physical Education. A Proposal for Practice-Based Models. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18042129. [PMID: 33671653 PMCID: PMC7926542 DOI: 10.3390/ijerph18042129] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/23/2021] [Revised: 02/12/2021] [Accepted: 02/18/2021] [Indexed: 01/06/2023]
Abstract
The Sustainable Development Goals (SDGs) is a global strategy that aims to obtain a more equitable and just world. These objectives are organized into 17 SDGs, detailing 169 targets. Different international institutions have emphasized the relevance of education to developing citizens who contribute to achieving the SDGs for 2030. However, a review focused on physical education (PE) has yet to be performed. Therefore, the objective of this work is two-fold. First, to analyze and select the specific SDGs that can be implemented in the area of physical education. Second, to relate these specific goals to the different models based on physical education practices. This review showed how three institutional documents have previously related sport, physical exercise, and physical education to specific SDGs. Based on the search done, this review article selects those goals that could be integrated into the educational context through physical education. The bibliographic and critical analysis in this research shows that of the 169 specific goals proposed in the SDGs, only 24 could be worked on in physical education. Upon completion of the analysis, a proposal for the relationship between the practice-based models and these 24 goals is presented. The contributions made in this paper will allow teachers to establish links between PE sessions and SDGs while raising awareness to develop students who contribute to a more sustainable world.
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Affiliation(s)
- Salvador Baena-Morales
- Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain
- Correspondence:
| | - Daniel Jerez-Mayorga
- Faculty of Rehabilitation Sciences, Universidad Andres Bello, 7591538 Santiago, Chile;
| | - Pedro Delgado-Floody
- Department of Physical Education, Sports and Recreation, Universidad de La Frontera, 4811230 Temuco, Chile;
| | - Jesús Martínez-Martínez
- Department of Physical Education, Artistic Education and Plastic, Faculty of Education, University of Castilla-La Mancha, 45071 Toledo, Spain;
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296
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de la Fuente J, Sander P, Garzón-Umerenkova A, Vera-Martínez MM, Fadda S, Gaetha ML. Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students. Front Psychol 2021; 12:602904. [PMID: 33643135 PMCID: PMC7902717 DOI: 10.3389/fpsyg.2021.602904] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2020] [Accepted: 01/14/2021] [Indexed: 01/20/2023] Open
Abstract
The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.
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Affiliation(s)
- Jesús de la Fuente
- School of Education and Psychology, University of Navarra, Pamplona, Spain
- School of Psychology, University of Almería, Almería, Spain
| | - Paul Sander
- Department of Psychology, Teesside University, Middlesbrough, United Kingdom
| | | | | | - Salvatore Fadda
- Unit of Prevention of Stress, University of Sassari, Sassari, Italy
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297
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Applying best practices from industrial-organizational psychology to undergraduate research experiences. INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2021. [DOI: 10.1017/iop.2020.87] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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298
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Teaching I-O psychology to undergraduate students: Do we practice what we preach? INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE AND PRACTICE 2021. [DOI: 10.1017/iop.2020.47] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
AbstractAs industrial-organizational (I-O) psychologists, we have expertise in applying psychological and/or organizational science to the workplace. However, many of us haven’t taken the time to think about how our I-O psychology knowledge can apply to our teaching practice. We walk through some examples of how I-O psychology research can help us be better teachers, and the goal of our paper is to encourage readers to make evidence-based changes to their teaching based on I-O psychology research. We organize our discussion around four areas: training and development, diversity and inclusion, groups and teams, and leadership. Within each, we offer small, medium, and large changes that could be incorporated into classrooms. We hope that readers will be inspired to build on what they do in their classrooms to help students learn about (and be inspired by) our field.
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299
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Holliman AJ, Waldeck D, Jay B, Murphy S, Atkinson E, Collie RJ, Martin A. Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students. Front Psychol 2021; 12:636520. [PMID: 33613406 PMCID: PMC7894575 DOI: 10.3389/fpsyg.2021.636520] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 01/15/2021] [Indexed: 01/07/2023] Open
Abstract
The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed that, beyond variance attributable to social support, adaptability made a significant independent contribution to psychological wellbeing (life satisfaction, psychological wellbeing, flourishing, and general affect) and psychological distress across all studies. Beyond the effects of adaptability, social support was found to make a significant independent contribution to most wellbeing outcomes (but not psychological distress in university students). In a multi-group analysis comparing predictors of psychological wellbeing in university students and non-studying adults, where the same outcome measures were used (Study 4; N = 243), it was found that adaptability played a stronger role (relative to social support) for university students, whereas social support played a stronger role for non-studying adults. Finally, (contrary to expectations) there was no evidence of an interaction between adaptability and social support predicting psychological outcomes-adaptability and social support operated as independent main effects. These findings demonstrate the importance of adaptability and social support in uniquely predicting psychological wellbeing in different sample groups. It is argued here that these two factors, should be given greater consideration in discussions of psychological wellbeing, and are relevant to psychological wellbeing at different major developmental life stages.
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Affiliation(s)
- Andrew J. Holliman
- Department of Psychology and Human Development, University College London, London, United Kingdom
| | - Daniel Waldeck
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Bethany Jay
- Department of Social Care and Social Work, Manchester Metropolitan University, Manchester, United Kingdom
| | - Summayah Murphy
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Emily Atkinson
- School of Psychological, Social and Behavioural Sciences, Coventry University, Coventry, United Kingdom
| | - Rebecca J. Collie
- School of Education, University of New South Wales, Kensington, NSW, Australia
| | - Andrew Martin
- School of Education, University of New South Wales, Kensington, NSW, Australia
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300
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Barenberg J, Berse T, Reimann L, Dutke S. Testing and transfer: Retrieval practice effects across test formats in English vocabulary learning in school. APPLIED COGNITIVE PSYCHOLOGY 2021. [DOI: 10.1002/acp.3796] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jonathan Barenberg
- Institute of Psychology in Education University of Münster Münster Germany
| | - Timo Berse
- University of Applied Sciences for Police and Public Administration in North Rhine‐Westfalia Gelsenkirchen Germany
| | - Laura Reimann
- Institute of Psychology in Education University of Münster Münster Germany
| | - Stephan Dutke
- Institute of Psychology in Education University of Münster Münster Germany
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