Teaching of Psychology 

About: Teaching of Psychology 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 0098-6283. Over the lifetime, 3079 publications have been published receiving 48800 citations.

PsyToolkit: A Novel Web-Based Method for Running Online Questionnaires and Reaction-Time Experiments

Abstract: This article reviews PsyToolkit, a free web-based service designed for setting up, running, and analyzing online questionnaires and reaction-time (RT) experiments. It comes with extensive documenta...

Academic Dishonesty: Prevalence, Determinants, Techniques, and Punishments

Abstract: Data from more than 6,000 students regarding the prevalence, causes, techniques, faculty and institutional responsibility, deterrent measures, and punishment dimensions of academic dishonesty are presented.

Teaching and Learning in the Social Context: A Meta-Analysis of Service Learning's Effects on Academic, Personal, Social, and Citizenship Outcomes

Abstract: Service learning places teaching and learning in a social context, facilitating socially responsive knowledge. The purposes of this meta-analysis were to summarize evidence on (a) extent and types of change in participants in service learning programs, (b) specific program elements (moderators) that affect the amount of change in participants, and (c) generalizability of results across educational levels and curricular versus noncurricular service. We included 103 samples and found positive changes for all types of outcomes. Changes were moderate for academic outcomes, small for personal outcomes and citizenship outcomes, and in between for social outcomes. Programs with structured reflection showed larger changes and effects generalized across educational levels. We call for psychologists to increase their use of service learning, and we discuss resources for doing so.

The Flipped Class A Method to Address the Challenges of an Undergraduate Statistics Course

Abstract: Undergraduate statistics courses are perceived as challenging by both students and instructors. Students’ attitudes, motivation, math anxiety, and preparedness can negatively impact the student and instructor experience and have the potential to negatively impact student learning. This article describes an attempt to address some of these challenges through structural and procedural changes to an undergraduate statistics course that is required for social science majors. The traditional lecture/homework structure of the course was “flipped” so that the majority of basic knowledge acquisition moved out of the classroom, making room for interactive activities during class time. The described changes had a positive impact on students’ attitudes toward the class and instructor as well as on students’ performance in the class.

Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion:

Abstract: We compared an electronic audience response system (clickers) to standard lecture, hand-raising, and response card methods of student feedback in simulated introductory psychology classes. After hearing the same 30-min psychology lecture, participants in the clicker group had the highest classroom participation, followed by the response card group, both of which were significantly higher than the hand-raising group. Participants in the clicker group also reported greater positive emotion during the lecture and were more likely to respond honestly to in-class review questions.