Volume 50, No. 4
The Replication Corner
Multicultural Competence Building Blocks: Multicultural Psychology Courses Promote Multicultural Knowledge and Ethnic Identity
JOSÉ A. SOTO, JASMINE A. MENA, MARCELA BORGE, MICHAEL R. STOYER, DAWN P. WITHERSPOON, AND NANA A. DAWSON-ANDOH
Teaching of Psychology 2023, Vol. 50(4), 307–321
Background: Literature on undergraduate multicultural psychology instruction is limited. Prior research has included primarily White samples, yielded mixed results, and largely ignored assessment of learning in skills-based domains such as ethnic identity development. Objective: We aimed to replicate and extend prior research by examining growth in multicultural knowledge and ethnic identity among students in multicultural psychology courses and considering possible moderators of this growth. Method: Multicultural knowledge and ethnic identity were measured before and after the semester among 169 undergraduate students enrolled in multicultural psychology courses. Results: Multicultural knowledge and ethnic identity significantly increased from before to after, but important moderators also emerged. Knowledge increase was greater among White students, while ethnic identity increased the most among White students with no multicultural experience in courses employing small-group, online discussions. Conclusion: Our findings replicate prior research by showing that multicultural courses can effectively promote multicultural knowledge and extend our understanding by demonstrating that other aspects of competence such as ethnic identity can also increase among students of these courses. Teaching Implications: The benefits of multicultural psychology instruction are evident. However, variability in outcomes based on student and course characteristics suggests that instructors should consider these critical factors in course design.
Keywords
Multicultural psychology, ethnic identity, multigroup ethnic identity measure, multicultural education, multicultural competence
Persuasion Wars as a Useful Tool for Teaching Social Influence: A Replication With Direct Measure of Pedagogical Effectiveness
KRZYSZTOF J. LEONIAK1 AND ZUZANNA GAZDOWSKA
Teaching of Psychology 2023, Vol. 50(4), 322–331
Background: Persuasion Wars are exercises for teaching social influence that have not been directly assessed with the use of students’ knowledge gain as an indicator. Objective: This study aimed to establish the extent to which these exercises led to students’ knowledge increase in comparison to traditional teaching method. Method: In a between subject design, 142 undergraduate students participated in two exercises: Persuasion Wars or Article Analysis. Pre-test and post-test measurements of students’ knowledge were collected to compute knowledge gain scores. At the end of the study, an exercise evaluation survey was distributed among students. Results: Both teaching methods increased students’ knowledge about social influence. Regardless of the topic, students from Persuasion War group gained more knowledge when compared to students from Article Analysis group. Students assessed both teaching methods to a similar extent. Conclusion: Persuasion Wars may serve as a useful teaching method in familiarizing students with the basic concepts of social influence despite being rated similarly to a more traditional activity. Teaching implications: To improve the teaching outcomes of classes concerning basic topics of social influence, teachers should consider the use of Persuasion Wars exercises as well as should incorporate the use of a direct assessment of pedagogical effectiveness to avoid misleading predictions.
Keywords
Persuasion Wars, exercise, knowledge of persuasion, social influence, direct assessment
The Testing Effect in University Teaching: Using Multiple-Choice Testing to Promote Retention of Highly Retrievable Information
SVEN GREVING, WOLFGANG LENHARD, AND TOBIAS RICHTER
Teaching of Psychology 2023, Vol. 50(4), 332–341
Background: Retrieval practice promotes retention of learned information more than restudying the information. However, benefits of multiple-choice testing over restudying in real-world educational contexts and the role of practically relevant moderators such as feedback and learners’ ability to retrieve tested content from memory (i.e., retrievability) are still underexplored. Objective: The present research examines the benefits of multiple-choice questions with an experimental design that maximizes internal validity, while investigating the role of feedback and retrievability in an authentic educational setting of a university psychology course. Method: After course sessions, students answered multiple-choice questions or restudied course content and afterward could choose to revisit learning content and obtain feedback in a self-regulated way. Results: Participants on average obtained corrective feedback for 9% of practiced items when practicing course content. In the criterial test, practicing retrieval was not superior to reading summarizing statements in general but a testing effect emerged for questions that targeted information that participants could easily retrieve from memory. Conclusion: Feedback was rarely sought. However, even without feedback, participants profited from multiple-choice questions that targeted easily retrievable information. Teaching Implications: Caution is advised when employing multiple-choice testing in self-regulated learning environments in which students are required to actively obtain feedback.
Keywords
Retrieval practice, self-regulated learning, complex material, retrieval difficulty, corrective feedback
Do Professor–Student Rapport and Mattering Predict College Student Outcomes?
JENNIFER L. SCHRIVER AND RYAN HARR KULYNYCH
Teaching of Psychology 2023, Vol. 50(4), 342–349
Background: Professor–student rapport and a sense of mattering to others are associated with several college student outcomes, but no study has examined the relation between these two variables. Objective: This study sought to examine associations between professor–student rapport, mattering, and college student outcomes including grade data and students’ ratings of a course and an instructor. Method: 149 college students completed the Professor–Student Rapport Scale (PSRS), the General Mattering Index, and the Interpersonal Mattering Scale. Students’ ratings of the course and the instructor were collected as well as institutionally reported GPA. Results: Professor–student rapport was related to mattering to the psychology instructor. Professor–student rapport was predictive of students’ ratings of the course and the instructor but was not associated with grades. Measures of mattering were not related to student outcomes. The brief version of the PSRS was not more predictive of student outcomes as compared to the full PSRS. Conclusion: Professor–student rapport and mattering are related, but only rapport is associated with some student academic outcomes. Studies that go beyond students’ perceptions and focus on more objective student outcomes are needed in this area. Additionally, experimental studies that examine methods of fostering rapport are warranted to more fully understand the influence of faculty behaviors and qualities on students.
Keywords
Professor-student rapport, mattering, college students
The Proof of Concept Corner
The Impact of Service-Learning at an HSI on Attitudes Toward Individuals Experiencing Homelessness
TRAVIS S. CRONE
Teaching of Psychology 2023, Vol. 50(4), 350–355
Background: Service-learning is a powerful tool to promote attitudinal change; however, most findings center the experience of white, middle-class, continuing-generation students and do not reflect the shifting demographics of higher education. Little is known about the impact of service-learning at Hispanic-Serving Institutions (HSIs) on attitudes toward others, and even less is known based on studies experimentally manipulating the presence of service-learning. Objective: This study investigated how a service-learning project conducted at an HSI impacted changes in attitudes toward those experiencing homelessness. Method: Sixty-three students taking Social Psychology either participated in a course with a service-learning project or one that did not. Attitudes related to those experiencing homelessness and the self were assessed over time. Results: Students that participated in service-learning saw increased positive attitudes toward those experiencing homelessness over time compared to those that did not participate in service-learning. Conclusion: Service-learning seems to have helped foster positive attitudes toward those experiencing homelessness for students at an HSI. Teaching Implications: The current study hopes to encourage wider use and study of service-learning by highlighting positive impacts service-learning may have on students. Service-learning may have profound effects on students, and these effects need to be studied at a variety of institutions.
Comparing Undergraduate Student Participation in Online Discussion Boards Hosted on Reddit and Canvas
ANDREW S. NEFF, JENNY MISCHEL, AND EVAN YANG
Teaching of Psychology 2023, Vol. 50(4), 356–362
Background: Instructors often try to promote student engagement with discussion boards in learning management systems (LMS) like Canvas. Although convenient, alternatives like the social media platform Reddit may be more effective. Method: A non-randomized controlled trial compared the use of Canvas and Reddit in two sections of two undergraduate psychology courses (N = 77). Engagement was measured as the number and word-count of posts and responses and complemented with self-reported data. Results: There was no difference between platforms in total number of posts or replies. In one course, the average word count per post was higher in Reddit than Canvas (r = .44). However, in the other course, the average word count per post (r = .47) and per reply (r = .39) was significantly lower in Reddit. Neither course observed a significant difference in students’ perceived value of the discussion board. Conclusion: This study provided no consistent evidence that Reddit supports student engagement relative to Canvas, and combined with additional survey data, it is possible that hosting the discussion board on Reddit may even be detrimental. Teaching Implications: Given the issues we identified with moving discussion boards to Reddit, and the benefits of using Canvas, we recommend using a traditional LMS like Canvas.
Integrating Critical Thinking Into Instruction, Assignments, and Discussions Improves Students’ Critical Analysis and Evaluation Skills in an Online Course
KAMIL G. HAMAOUI
Teaching of Psychology 2023, Vol. 50(4), 363–369
Background: Critical thinking is an important student learning outcome in all psychology courses and included in the American Psychological Association’s (APA’s) goals for the undergraduate major. Objective: The purpose of this study was to test the effectiveness of integrating a general model of critical thinking into the instruction, assignments, and discussions in an online course on students’ development of critical analysis and evaluation skills. Method: Two raters scored 34 students’ written responses on a critical thinking test administered at the beginning and end of the semester that had students analyze psychological studies as reported in media reports and evaluate position statements on a controversial issue. During the term, students completed assignments on identifying the parts of a scientific study and discussions on identifying weaknesses in thinking. Results: Students showed large gains in critical analysis and critical evaluation scores from pretest to posttest. Specific comparisons revealed that students significantly improved their abilities to identify the theoretical point of view of a study, relevant psychological concepts, assumptions, and implications. Conclusion: Integrating critical thinking in a direct way into a course can lead to substantial improvements in critical thinking over the span of a single semester. Teaching Implications: The conceptualization of critical thinking used is broadly applicable to any psychology course at any level of education.
Keywords
Critical thinking, teaching methods, active learning, online discussions
The Science of Teaching and Learning Corner
Transforming the Online Learning Experience
NANCY J. HAMILTON, BENJAMIN C. HEDDY, JACQUELINE A. GOLDMAN, AND JOHN B. CHANCEY
Teaching of Psychology 2023, Vol. 50(4), 370–380
Background: College instruction has experienced a significant movement toward increased online learning course options. Without appropriate supports, students in virtual learning environments often face greater challenges with self-regulation, motivation, and recognizing the personal relevance of course content. Objective: The current study focuses on the prevalence of personal relevance and its associated impact on cognitive and motivational variables including achievement emotion, intrinsic value, self-efficacy, test anxiety, cognitive strategy use, self regulation, and metacognition in a virtual learning environment. Method: Students in two online graduate level human development courses completed a series of questionnaires (N = 73) for course credit. Results: Results show the high transformative experience (TE) group reported significantly higher positive emotions, interest, intrinsic value, self-efficacy, cognitive strategy use, test anxiety, and self-regulation, giving them more cognitive and motivational benefits than those who experienced low levels. They also show no relationship between TE and course grade. Conclusion: Future research in this area may benefit from focus on ways to intentionally increase TEs from online contexts to real-life contexts. Teaching Implications: Such research would allow instructors intentionality in pedagogical endeavors while allowing students to integrate course information into their daily lives.
Keywords
Computer-based learning environments, motivation, self-regulation, transformative experience, emotion
The Long-Term Impact of Undergraduate Internships and Research Experiences in Psychology: An Alumni Survey Study
THOMAS L. BUDESHEIM, MAYA M. KHANNA, ALICIA K. KLANECKY EARL, AND COREY L. GUENTHER
Teaching of Psychology 2023, Vol. 50(4), 381–392
Background: Faculty tout the value of undergraduate internships and research experience, but the long-term benefits are unclear for students pursuing different careers. Objective: We assessed the self-perceived benefits of internships and research experiences for alumni pursuing different careers, as well as how enduring these perceived benefits were. Method: Psychology alumni (N = 498) rated their skills garnered as an undergraduate, the usefulness of their psychology training, and overall satisfaction with their psychology education. We examined the effects of internships and research experience on their ratings and how ratings varied by chosen post-graduation path and graduation year. Results: Both internships and research experiences were associated with higher ratings of skills, greater perceived usefulness of their psychology degree, and higher satisfaction with their education even decades later. Alumni entering the workforce found internships more beneficial than did those entering graduate or professional programs. Those who had both an internship and research experience perceived significantly greater benefits than those who had only one type of experience. Conclusion: Undergraduate internships and research experiences have enduring positive impacts but are differentially useful depending upon the alum’s chosen career path. Teaching Implications: Faculty should encourage students to pursue experiences most beneficial for the student’s career trajectory.
Keywords
Undergraduate research, undergraduate internships, student outcomes, psychology majors, alumni
Growth Mindset Intervention Improves Performance of Highly Nontraditional Introductory Psychology Students at a Community College
ANGELA FINK, PAUL S. MATTSON, MICHAEL J. CAHILL, REGINA F. FREY, AND MARK A. MCDANIEL
Teaching of Psychology 2023, Vol. 50(4), 393–406
Background: Research suggests growth mindset interventions can support student achievement, particularly among students at risk of academic struggle, but it remains underspecified which at-risk populations will benefit from such interventions. Objectives: This study aimed to experimentally evaluate whether highly (vs. moderately or minimally) nontraditional community college students would benefit from a growth mindset intervention and whether their performance differed at baseline and after the intervention. Method: A sample of 155 students in introductory psychology at a 2-year community college was randomly assigned to complete a growth mindset or control intervention, and all participants completed an extensive background survey. Results: Results showed improved exam performance among highly nontraditional students in the mindset (vs. control) condition but no benefit among other students. Highly nontraditional students showed similar pre-intervention performance to peers, but their exam scores declined more over the semester than did control peers. Conclusion: Growth mindset interventions may offer a low-cost strategy for supporting nontraditional community college students at risk of a downward performance trajectory. Teaching Implications: Instructors can use easily administered mindset interventions to support at-risk students’ academic performance. They may also wish to evaluate the performance-related messages they convey to students and work to create a growth-oriented classroom environment.
Keywords
Growth mindset intervention, introductory psychology, nontraditional students, achievement, community college
When Opportunity Knocks College Students’ Cheating Amid the COVID-19 Pandemic
BAYLEE D. JENKINS, JONATHAN M. GOLDING, ALEXIS M. LE GRAND, MARY M. LEVI, AND ANDREA M. PALS
Teaching of Psychology 2023, Vol. 50(4), 407–419
Background: The COVID-19 pandemic led to significant, unforeseen changes in classroom instructions, including the evaluation of students. Objective: The purpose of this study was to investigate college students’ cheating both before and during the COVID-19 pandemic in terms of (a) preponderance of cheating, (b) the factors that may have led to an increase in the amount of cheating, and (c) the underlying reasons for and affective response to cheating. Method: A sample of primarily Psychology majors (N = 214) attending a public land-grant university in the southeastern U.S. voluntarily completed a survey at the end of the Fall 2020 semester. Results: The results showed that the COVID-19 pandemic increased first time cheating, cheating in online classes was higher than that of in-person classes for most types of graded materials, and students are adept and adaptive at dealing with faculty attempts to combat cheating. Students’ primary reasons for cheating were “feeling pressure,” and “pandemic,” and students who had cheated reported feeling “relieved” most often. Conclusion: With the onset of the pandemic and subsequent increase in online instruction, cheating behavior has also increased. Teaching Implications: As online enrollment continues to grow, understanding students’ cheating behavior.
Keywords
Higher education, COVID-19, cheating, online education, undergraduate psychology
The Scholarly Teacher Corner
Historical Changes in Introductory Psychology Lectures, Readings, and Assessments: Lessons Learned
GARY L. BRASE AND MEIXUAN (REBECCA) DU
Teaching of Psychology 2023, Vol. 50(4), 420–426
Introduction: Psychology instructors face decisions about adopting new approaches to lectures, readings, and assessment in their courses. Statement of the Problem: These choices about course structure can be both intimidating and confusing in terms of the costs and benefits for different options. Literature Review: As framed by anecdotal and empirical evidence from personal experience in teaching introductory psychology, this article reviews research on impactful pedagogy. The goal is to provide useful encouragement and cautionary notes on these different options. Teaching Implications: Based on 18 classes, taught over a dozen years, the authors provide concrete tips for how to navigate decision points and implement these teaching changes, as supported by student performance and course evaluation data. Conclusion: Though unable to make causal conclusions from this limited data, it is worthwhile to discuss the tradeoffs of choices surrounding lectures, readings, and assessments in introductory psychology.
Keywords
Open-access readings, exams versus quizzes, retrieval practice, introductory psychology
Real-World Skills in a Virtual World: An Innovative Activity for Teaching Developmental Psychopathology
MARY KATE KOCH AND JANE MENDLE
Teaching of Psychology 2023, Vol. 50(4), 427–432
Background: Incorporating professional development into undergraduate psychology coursework is an ongoing area of improvement for educators. Objective: We present a novel activity encouraging students to explore various professional skills and roles for which their psychology major prepares them through application to real-world issues. Method: Students participated in one of two virtual mental health summits and formed working groups to present from different perspectives (e.g., public health, epidemiology, etc.). Students collectively voted on resolutions at the end of each summit (e.g., budgetary recommendations for a county health department). Results: We examined student perceptions of confidence in their professional skills and content knowledge before and after summits. Students indicated that they wanted more applied assignments like the mental health summit in other psychology classes and preferred the activity to exams or papers in a virtual course. Teaching Implications: The mental health summit represented a real-world application activity that students indicated wanting in their courses. Recommendations for how to adapt the presented activity for non-clinical psychology courses are discussed. Conclusion: The mental health summit activity supported the real-world application that students desire. Future iterations of the activity can build on the model we describe to support greater skill improvement.
Keywords
Mental health, professional development, virtual learning, developmental psychopathology
Extending the Reach of the STARs (Students Tackling Advanced Research)
CAITLIN POSILLICO, SARAH STILWELL, JACQUELINE QUIGLEY, CRYSTAL CARR, SARA CHADWICK, CINDY LUSTIG, AND PRITI SHAH
Teaching of Psychology 2023, Vol. 50(4), 433–440
Background: Participating in research opportunities during undergraduate education is met with myriad benefits. Students learn the scientific research process, how to think critically, develop transferable skills, refine public speaking, build a professional network, and gain confidence. Despite the numerous benefits of undergraduate research participation, underrepresented and minority (URM) students (e.g., first-generation, low-income, and historically underrepresented students) often do not engage in these valuable undergraduate research opportunities. Objective: To begin breaking down some of these historical barriers to participation, we developed the Students Tackling Advanced Research (STAR) Scholars Program. Method: A holistic educational outreach program was designed to facilitate underrepresented undergraduate students’ involvement in research and help them understand why research is important in a greater context. Conclusion: Students who participated in STAR Scholars self-report positive impacts on understanding what research is, ways to seek out research opportunities, and what steps to take toward future educational and professional goals. Teaching Implications: It is imperative to explicitly target barriers that underrepresented students face to allow for equity and inclusion in research and academia. Workshops and activities designed to demystify research, build networking and professional skills, and provide mentorship to students are successful in breaking down these barriers and increase student confidence and competence.
Keywords
Undergraduate research, mentoring, barriers, research, URM
Implementing Relatedness-Supportive Teaching Strategies to Promote Learning in the College Classroom
STHEPHANY ESCANDELL AND TSZ LUN (ALAN) CHU
Teaching of Psychology 2023, Vol. 50(4), 441–447
Introduction: Relatedness—a sense of meaningful connectedness and belonging—is one of the basic psychological needs proposed by self-determination theory. Statement of the Problem: The current literature lacks evidence-based strategies that support student relatedness in the college classroom. In education, research has indicated what strategies support relatedness, but not how to implement this well established and important concept in the college classroom. Literature Review: Self-determination theory suggests that supporting relatedness between the instructor and students, and among students, can foster intrinsic motivation, internalization of extrinsic motivation, and performance in educational settings. Teaching Implications: We present four evidence-based relatedness-supportive strategies—facilitating learning connections, preventing student self-silencing, providing and receiving feedback, and developing a student-centered classroom—to help promote greater student engagement and success in the classroom. We also share our examples and experiences applying these strategies as an instructor and an undergraduate teaching assistant in a physiological psychology course. Conclusion: Feedback from students and our reflections suggest that the four strategies are effective, which can be adopted and adapted by other instructors to implement in their classrooms.
Keywords
Self-determination theory, motivation, relatedness, psychological needs, higher education, instructor-student relationships
