The authors constructed the Textbook Assessment and Usage Scale (TAUS) to measure students' textbook evaluations. They tested the scale in 6 introductory and 3 upper level classes. In Studies 1 and 2, the authors developed the TAUS, tested its psychometric properties, and determined which factors predicted how much students read the book and student exam scores. In Study 3, the authors used different introductory textbooks; and in Study 4, they used upper level classes. The authors found initial data to support the psychometric properties of the TAUS. Sex of student, student perceptions of the quality of visuals, pedagogical aids, photographs, writing, and course design predicted student text reading and exam scores. The number of significant predictors varied across textbooks and classes studied.
BrothenT.WambachC. (2004). The value of time limits on Internet quizzes. Teaching of Psychology, 31, 62–64.
2.
BurchfieldC. M.SappingtonJ. (2000). Compliance with required reading assignments. Teaching of Psychology, 27, 58–60.
3.
ChatmanS. P.GoetzE. T. (1985). Improving textbook selection. Teaching of Psychology, 12, 150–152.
4.
ChristopherA. N.GriggsR. A.HagansC. L. (2000). Social and abnormal psychology textbooks: An objective analysis. Teaching of Psychology, 27, 180–189.
5.
ClumpM. A.BauerH.BradleyC. (2004). The extent to which psychology students read textbooks: A multiple class analysis of reading across the psychology curriculum. Journal of Instructional Psychology, 31, 227–232.
6.
Connor-GreeneP. A. (2000). Assessing and promoting student learning: Blurring the line between teaching and testing. Teaching of Psychology, 27, 84–88.
7.
DanielD. B.BroidaJ. (2004). Using web-based quizzing to improve exam performance: Lessons learned. Teaching of Psychology, 31, 207–208.
8.
DicksonK. L.MillerM. D.DevoleyM. S. (2005). Effect of textbook study guides on student performance in introductory psychology. Teaching of Psychology, 32, 34–39.
9.
GriggsR. A. (1999). Introductory psychology textbooks: Assessing levels of difficulty. Teaching of Psychology, 26, 248–253.
10.
GriggsR. A.Bujak-JohnsonA.ProctorD. L. (2004). Using common core vocabulary in text selection and teaching the introductory course. Teaching of Psychology, 31, 265–269.
11.
GriggsR. A.MarekP. (2001). Similarity of introductory psychology textbooks: Reality or illusion?Teaching of Psychology, 28, 254–256.
12.
GurungR. A. R. (2004). Pedagogical aids: Learning enhancers or dangerous detours?Teaching of Psychology, 31, 164–166.
13.
GurungR. A. R. (2005). How do students really study (and does it matter)?Teaching of Psychology, 32, 239–241.
14.
GurungR. A. R.DanielD. (2005). Evidence-based pedagogy: Do pedagogical features enhance student learning? In DunnD. S.ChewS. L. (Eds.), Best practices for teaching introduction to psychology (pp. 41–55). Mahwah, NJ: Lawrence Erlbaum.
15.
KingmanE. (2006, April). Student watch on textbooks (New survey results!). Presented at the National Association of College Stores (NACS) Annual Conference on Textbooks and Technology, Reno, NV.
16.
LandrumR. E.HormelL. (2002). Textbook selection: Balance between the pedagogy, the publisher, and the student. Teaching of Psychology, 29, 245–248.
17.
MarchantG. J. (2002). Student reading of assigned articles: Will this be on the test?Teaching of Psychology, 29, 49–51.
18.
McKeachieW. J. (2002). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers. Boston, MA: Houghton Mifflin.
19.
NevidJ. S.LampmannJ. L. (2003). Effects on content acquisition of signaling key concepts in text material. Teaching of Psychology, 30, 227–330.
20.
QuereshiM. Y.ZulliM. R. (1975). A content analysis of introductory psychology textbooks. Teaching of Psychology, 2, 60–65.
21.
SappingtonJ.KinseyK.MunsayacK. (2002). Two studies of reading compliance among college students. Teaching of Psychology, 29, 272–274.
22.
SikorskiJ. F.RichK.SavilleB. K.BuskistW.DroganO.DavisS. F. (2002). Student use of introductory texts: Comparative survey findings from two universities. Teaching of Psychology, 29, 312–313.
23.
SolomonP. R. (1979). The two-point system: A method for encouraging students to read assigned material before class. Teaching of Psychology, 6, 77–80.
24.
TarabanR.MakiW. S.RynearsonK. (1999). Measuring study time distributions: Implications for designing computer-based courses. Behavior Research Methods, Instruments, and Computers, 31, 263–269.
25.
UskulA. K.EatonJ. (2005). Using graded questions to increase timely reading of assigned material. Teaching of Psychology, 32, 116–118.
26.
WeitenW. (1988). Objective features of introductory psychology textbooks as related to professors' impressions. Teaching of Psychology, 15, 10–16.
27.
WeitenW.GuadagnoR. E.BeckC. A. (1996). Students' perceptions of textbook pedagogical aids. Teaching of Psychology, 23, 105–107.
28.
ZechmeisterJ. S.ZechmeisterE. B. (2000). Introductory textbooks and psychology’s core concepts. Teaching of Psychology, 27, 6–11.
