Constancy and change: Teaching as depicted in psychology journals.

Beins, Bernard C.

doi:10.1037/10120-022

Cited by 5 publications

(1 citation statement)

References 72 publications

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“…For example, a meta-analysis of the relation between student interest and academic achievement (Schiefele, Krapp, & Winteler, 1992) yielded an average correlation of .31 (a moderate effect size ;Cohen, 1988). Teachers of psychology may observe that most students demonstrate high enthusiasm for particular topics (e.g., mental illness, criminal behavior) but show widely varying interest in the foundation of the science of psychology-psychological research (Beins, 1992;Furedy, 1992). Although many students may be relatively uninterested, undergraduate psychology curricula frequently require training in research (Brewer et al, 1993;Perlman & McCann, 1999a, 1999b, and students seeking graduate education are well advised to obtain additional research experience (American Psychological Association, 1993;Huss, Randall, Patry, Davis, & Hansen, 2002).…”

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Why are Some Undergraduates More (and others Less) Interested in Psychological Research?

Vittengl

Bosley

Brescia

et al. 2004

Teaching of Psychology

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Theorists consider student interest central to effective education, but undergraduates have varying interest in psychological research. We developed a measure of interest in psychological research and tested person-level predictors of interest in a sample of undergraduate psychology students (N = 139). Interest in psychological research was low to moderate, on average, with greater interest in relatively passive and low-commitment research activities. Predictors of greater interest in psychological research included personality (openness to experience), academic aptitude (higher ACT scores), perceived relevance of research to postundergraduate activities, and plans to enter a PhD program. We discuss these results in the context of teaching strategies intended to improve psychological research education.

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confidence: 99%

Why are Some Undergraduates More (and others Less) Interested in Psychological Research?

Vittengl

Bosley

Brescia

et al. 2004

Teaching of Psychology

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Undergraduate Education

McGovern¹,

Brewer²

2003

Handbook of Psychology

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This chapter evaluates the history of undergraduate psychology in the United States. After reviewing the context of American higher education, the authors highlight two aspects of this history: (a) substantive content of the discipline, as reflected in courses and curricula, and (b) explicit learning outcomes expected of changing student populations. Three facets of academic psychology serve as organizing themes: teaching, scholarship, and service. In the section on teaching, the authors review results of catalog studies and surveys of courses in the undergraduate curriculum, and they discuss experts' recommendations concerning the purpose and structure of undergraduate programs. Concerning scholarship, the authors consider how the outcomes of undergraduate psychology programs have been defined and assessed. The section on service highlights the individual and organizational activities designed to enhance teaching and research in psychology at state, regional, and national levels. A final section considers the past as prologue for the future. Scholars and program developers interested in the history of undergraduate psychology in the United States will find a plethora of relevant information in this chapter.

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Undergraduate Education in Psychology

McGovern

Brewer

2012

Handbook of Psychology, Second Edition

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Constancy and change: Teaching as depicted in psychology journals.

Cited by 5 publications

References 72 publications

Why are Some Undergraduates More (and others Less) Interested in Psychological Research?

Why are Some Undergraduates More (and others Less) Interested in Psychological Research?

Undergraduate Education

Undergraduate Education in Psychology

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