Psychology, Learning and Teaching 

About: Psychology, Learning and Teaching is an academic journal published by SAGE Publishing. The journal publishes majorly in the area(s): Higher education & Teaching method. It has an ISSN identifier of 1475-7257. Over the lifetime, 477 publications have been published receiving 4081 citations. The journal is also known as: Psychology learning & teaching & Psychology learning and teaching.

Involving Students in Assessment

Abstract: The importance of assessment and the centrality of students within the process are emphasised. The changing role of the student is discussed and a number of suggestions made on how to involve learn...

British Psychology Students' Perceptions of Group-Work and Peer Assessment:

Abstract: This paper reports on part of an Action Research project into students' perceptions of group-work and peer assessment which was carried out by the author to meet part of the requirements for her postgraduate teaching certificate in Higher Education. One-hundred-and-fifty-six first-year psychology students were asked to complete questionnaires regarding their attitudes towards participating in group-work and peer assessment both before and after participating in a small group project. By asking the students to provide written comments qualitative measures were also collected. The results regarding group-work showed that in general the students were favourably disposed towards participating in group-work. However, there were concerns expressed regarding inequalities in workload distribution and in whether students learned more by working independently. The results regarding peer assessment showed that following participation the students were much more positive although concerns existed regarding the possib...

Misconceptions about Psychological Science: A Review

Abstract: This article provides an overview of the available evidence on psychological misconceptions, including key findings, current directions and emerging issues for investigation. We begin by defining misconceptions and then examine their prevalence and persistence, discuss their implications for student learning and highlight potential strategies to eliminate or reduce their influence. Thereafter, several theoretical and methodological issues that have traditionally defined research in this area are discussed. In particular, we highlight the possibility that reported rates of misconceptions may in part be driven by particular features of the measurement procedures employed. On the basis of this analysis, potential avenues for future research are outlined.

Undergraduate peer mentoring: an investigation into processes, activities and outcomes

Abstract: Peer mentoring of undergraduates is increasingly being used in higher education to reduce first year attrition by aiding transition to university. The authors propose that peer mentoring may also be a means of transmitting the values and ethics which reflect academic and personal integrity and underpin graduate and professional identity. In a qualitative study, they examined students' expectations and subsequent experience of a psychology undergraduate pilot mentoring scheme, together with the process and content. Mentors and mentees felt that mentors had a unique part to play in aiding transition to university. Mentors' advice reflected implicit academic values rather than strategic short cuts and mentoring cued reflection on their own development. The implications for encouraging student participation in mentoring schemes are discussed.

The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective:

Abstract: The testing effect is a robust empirical finding in the research on learning and instruction, demonstrating that taking tests during the learning phase facilitates later retrieval from long-term memory. Early evidence came mainly from laboratory studies, though in recent years applied educational researchers have become increasingly interested in the effects of retrieval practice. We investigated the extent that the testing effect can also be observed and effectively used in psychology classes. Inspection of the research literature yielded 19 publications that tested the effect in the context of learning and teaching psychology. A total of 72 effect sizes were extracted from these publications and subjected to a meta-analysis. A significant overall effect size of d = 0.56 demonstrated that testing was beneficial to the learning outcomes. Further analyses focussed on the role of potential moderator variables, a possible publication bias, and the dependency between effect sizes. The results are discussed in...