Objective-Financial strain may directly or indirectly (i.e., through perceived stress) impact students' psychological symptoms and academic and social integration, yet few studies have tested these relationships. We explored the mediating effect of perceived stress on the relationship between financial strain and two important outcomes: psychological symptomology and academic and social integration.Participants-Participants were 157 undergraduate students. Data were collected from December 2013 to March 2014.Methods-Cross-sectional data collection conducted using online survey software.Results-We found that perceived stress mediated the relationship between financial strain and (a) psychological symptomology and (b) academic and social integration. Both models included first-generation status as a covariate.Conclusions-Results suggest that perceived stress is an important intervention target for reducing psychological symptoms and improving academic and social integration for undergraduate students. Implications for university health centers and mental health professionals include incorporating a public health model to minimize stress risk.

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We surveyed psychology graduate teaching assistants (GTAs)

In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation of learning experiences; and the assessment process. Specifically, the model encompasses six broad areas, namely training, instructional methods, assessment process, syllabi, content, and student evaluations of teaching. As a developmental tool, the model can serve as a self-guided course for self-assessment of educational practices and can help identify areas of potential development. It can prompt reflection about teaching strengths and weaknesses. The model can also be useful as a guiding structure for tenure and promotion.

This article consolidates suggestions about ways to increase individual student involvement in small-group activities for psychology classes. First, the literature on group productivity and social loafing is reviewed. Findings are organized through the discussion of 3 critical domains for increasing effectiveness of small groups. Second, articles published in Teaching of Psychology that describe small-group activities are reviewed, giving attention to techniques that authors have recommended to ensure student participation.