Abstract
Volume 21, No. 1, Spring 2015
Editorial
Nicky Hayes
[no abstract]
Psychology Teaching Review, 21(1), 1–2
Academic papers
Effects of a Six-Session Introductory Psychology Programme on Year 9 Pupils’ Interest in Psychology and Approaches to Learning
Emma Norris, Tahirah De Aguiar Chaves & Sandra Dunsmuir
Psychology Teaching Review, 21(1), 3–12
Psychology is a popular UK A-level, despite many pupils having no previous taught experience of it. Prior introduction to psychology teaching could help pupils make more informed choices to study it. This study evaluates a six-session introduction to psychology programme for 20 Year 9 pupils called ‘Myth-Busting the Brain’. A pre-/post-programme questionnaire investigated pupil interest towards future psychology study, interest in the programme and approaches to learning. There was no significant difference between time-points in interest in psychology, nor the programme itself between pre-and post-programme assessment. Overall interest in psychology was significantly correlated with interest in the programme at pre- and post-assessment. No significant changes in learning approaches were found between assessment points. However, psychology and programme interest were significantly correlated to deeper pupil learning approaches. This suggests that introductory psychology programmes may be more appealing to students with deeper learning styles.
A programme of this length may not be feasible in typical teaching; hence future research could assess the effects of single sessions on psychology interest.
The Role of Resilience, Delayed Gratification and Stress in Predicting Academic Performance
Vivienne Cheng & Jonathan C. Catling
Psychology Teaching Review, 21(1), 13–24
Transition to university is an important and potentially stressful life event for students. Previous studies have shown that resilience, delay of gratification and stress can affect the academic performance of students. However, none have shown the effect of these factors in predicting academic performance, hence the current study aimed to look at the predictive power of the combined effect of these factors on first-year undergraduate students’ academic performance. For this study 176 first-year Psychology undergraduates from the University of Birmingham were recruited. All participants completed five scales (Demographic questionnaire, CD-RISC-25, Perceived Stress scale, College Students’ Stressful Event Checklist, and Academic Delay of Gratification scale). Linear Multiple Regression was conducted using the Stepwise method to assess for predictors of students’ academic performance. Results indicated that UCAS scores (previous academic performance) were the only significant predictor for first-years’ academic performance.
Effective Communication between Students and Lecturers: Improving Student-Led Communication in Educational Settings
Hannah Lena Merdian & John Kyle Warrior
Psychology Teaching Review, 21(1), 25–38
This study investigated students’ communication preferences in educational settings, resulting in an empirical model of effective communication between students and lecturers. Students from a psychology department at a UK university were asked about their preferred communication tool for academic purposes, including social networking, emails, university-internal virtual learning environments, and face-to-face communication. The data was analysed using methods of exploratory data analysis and cluster analysis. Students clearly expressed a preference for social networking sites when communicating with peers due to their frequent and widespread use, fast response rate, and ease of access, but preferred face-to-face meetings when sufficient time was available. When communicating with lecturers, students had a preference to use email. The findings also showed that students preferred to attend lectures over reading lecture slides online. Based on these results, an empirical model of students’ communication preferences in educational settings was developed, which aimed to aid in the effective management of student-led communication. The study concludes with a critical evaluation of ways students and lecturers can improve communication with each other, and how this can positively contribute to students’ university experience.
Teaching Emotions in Higher Education: An Emotional Rollercoaster
Thomas Rhys Evans & Gail Steptoe-Warren
Psychology Teaching Review, 21(1), 39–43
Emotions are fundamental to understanding many phenomena in psychology; however, there are currently no emotion-specific evidence-based teaching practices. The current study evaluates a new and innovative active learning-based teaching activity, designed to provide a structure for discussions around emotion. Small groups of third-year psychology students were asked to produce an annotated design of a theme park that would evoke one of the basic emotions. Following completion of the activity, six interviews were conducted to explore the students’ views of the session, and these were subjected to thematic analysis. Results suggest the activity is an unexpected, enjoyable and memorable group experience that has the potential to facilitate understanding of emotions, and thus the self.
Teaching Research Methods to Encourage the Transition from ‘Reluctant Scientist’ to Psychologist: A Longitudinal Study
Julia M. Robertson & Barbara E. Kingsley
Psychology Teaching Review, 21(1), 44–55
The challenge of teaching Research Methods to frequently unwilling undergraduate psychologists has long been recognised. Whilst a number of studies have sought to investigate and address the barriers to its effective teaching, few have taken a quantitative approach and fewer still a longitudinal design in order to examine the efficacy of specified interventions. This study employed such a design, the sample consisting of three cohorts of first-year psychology students (N = 286) over three consecutive years who were undertaking Research Methods as a compulsory module. Changes were implemented in both the delivery and assessment regime to facilitate a more engaging delivery of the material and greater consolidation of basic principles though iterative classroom techniques and the use of formative and summative assessments. A significant improvement in student marks, despite an increase in the difficulty of the assessments, was found, with overall marks increasing by a whole grade band. Further analysis of the different assessed elements of the year-long module also demonstrated improved performance in each of the constituent parts. This study, therefore, extends the growing body of evidence-based literature on the use of effective teaching techniques and assessment regimes in a challenging area.
Helping Students to Climb the Mountain: A Study to Inform the Development of a Resource to Improve the Learning of Statistics in Psychology
Emma L. Davies, Wakefield L. Morys-Carter & Aspasia E. Paltoglou
Psychology Teaching Review, 21(1), 56–67
Students often struggle with learning about statistics, a subject which encompasses a large proportion of a psychology degree. This pilot study explored how first- and final-year students reflected on their experiences of being taught this topic, in order to identify needs that could be addressed in a project to improve their learning.
First-year students reported that they initially found their module challenging but that it became easier towards the end. Third-year students recognised the importance of the topic but were not confident in their abilities. Most students reported anxiety about statistics. Although students were positive about practical classes, many felt that they could not easily remember the materials. The findings suggested three areas of focus to improve student learning. Firstly, diverse needs and levels of ability should be catered for. Secondly, students need help to go beyond surface learning and button clicking. Finally, low levels of engagement should be addressed.
This work has informed a project to develop an online resource to address the above-identified needs to enhance teaching of this important topic.
Vertical Enhancement of Second-Year Psychology Research
Wakefield L. Morys-Carter, Aspasia E. Paltoglou & Emma L. Davies
Psychology Teaching Review, 21(1), 68–72
Other contributions
Statistics and Research Methods modules are often unpopular with psychology students; however, at Oxford Brookes University the seminar component of the second-year research methods module tends to get very positive feedback. Over half of the seminars work towards the submission of a research-based experimental lab report. This article introduces and reflects on some of the recent changes made to improve this coursework by increasing the similarities with staff research; specifically targeting the areas of supervision, ethical review, peer review and dissemination. These developments are aligned with the teaching fellowship project, Vertical Enhancement of Statistics and Psychology Research, and aim to encourage second-year students to treat their group experiments as part of the department’s research activity, rather than simply as pieces of coursework. Enhancing this research-based aspect of the student experience teaching will hopefully, in turn, lead to higher-quality third-year dissertations by increasing student enthusiasm for academic research.
Other contributions
Classic Papers in Psychology: From Theory to Practice
James Hartley & Yuh-Shan Ho
Psychology Teaching Review, 21(1), 73–75
Who are the most prestigious authors cited in today’s psychology textbooks and journals? And where are (or where were) they based? This short note reports on the answers gained to such questions by using the Web of Science Core Collection to find the authors of the most highly cited papers in psychology published between 1927 and 2012. The findings suggest that well-known historic figures of the past have now been replaced with tool makers.
Publishing with Undergraduates: Some Further Observations
Professor Mark Griffiths
Psychology Teaching Review, 21(1), 76–80
This paper provides some additional observations on publishing with undergraduates following the short paper by Hartley (2014) in a previous issue of Psychology Teaching Review. This paper’s main focus relates to how students can develop as scholars by lecturers actively encouraging students to disseminate their written and oral undergraduate work to wider audiences via many different outlets (e.g. journal papers, magazine articles, trade press articles, conference papers, etc.). Examples are provided.