The first course in psychology.

Wolfle, Dael

doi:10.1037/h0057510

Cited by 36 publications

(25 citation statements)

References 68 publications

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“…This test program was designed primarily to measure progress toward the objectives of the course. These objectives, adapted from Wolfle, 19 were to: acquaint the student with the most important facts, principles, and hypotheses of psychology; develop his skill in the critical analysis of psychological problems; and improve his ability to achieve socially desirable solutions of his personal problems. The achievement tests were used as a measure of mastery of psychological facts and principles.…”

Section: Methodsmentioning

confidence: 99%

The personality and achievement of the classroom participant.

Smith¹,

Dunbar²

1951

Journal of Educational Psychology

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Section: Methodsmentioning

confidence: 99%

The personality and achievement of the classroom participant.

Smith¹,

Dunbar²

1951

Journal of Educational Psychology

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“…Educational research of both types has been reviewed by Wolfle in 1942, Good in 1952, and later by McKeachie (1961). An excellent summary of research on the comparative effectiveness of various teaching procedures has recently been published (Dubin and Taveggia, 1968), and consequently these studies will not be reviewed again here.…”

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confidence: 99%

Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

Goldberg

1972

Instr Sci

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The goal of this research project was to discover those personality characteristics of college students which predispose them towards learning more effectively from one, rather than some other, particular instructional format. Over 800 students in each of two college courses were taught by one of four different methods, and three broad classes of criterion information were assessed: (a) knowledge of course content, (b) amount of extra-curricular reading, and (c) degree of student satisfaction. Each student completed an extensive battery of personality measures, which yielded over 350 test scores. The ratio of significant interaction effects to the number expected by chance was only 4 to 3. Consequently, new interaction scales were developed empirically in each course, and these were then cross-validated in the other course. In general, these new scales did not produce statistically significant interaction effects upon cross-validation, and scales constructed from items which produced significant interactions in both courses showed low internal consistency and low convergent validity. Factors which could have attenuated the strength of trait-by-treatment interaction effects are discussed.Over the years, in a continued effort to improve the practice of higher education, a number of investigators have attempted to assess the differential effects of various teaching procedures upon student achievement in college courses. The instructional methods which have been compared in studies of this gort can be divided into at least two major types: (a) variations in * The report is a summary of the findings presented in Goldberg (1969), a monograph which is available to readers wishing additional details of the investigation. Help with the design and implementation of the project was generously provided by William A. Bricker, Leslie A. Davison, and Vello Sermat. The author also wishes to acknowledge, with great thanks, the research contributions of

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“…Research examining introductory psychology learning objectives is limited and no research has specifically addressed the APA Guidelines for the Undergraduate Psychology Major since their introduction in 2007. However, after a review of the field, Wolfle (1942) suggested five goals for the introductory class: teach facts and principles of psychology, develop scientific method or habits of critical thoughts, provide better ability in making personal adjustments, prepare students for later courses, or interest them in psychology, and teach what psychology is and is not, or eliminate popular superstitions. In a survey of college instructors’ objectives for teaching an introductory psychology course, Benjamin (2005) found that the top objective consistently reported involved content coverage or knowledge base (i.e., to provide students a balanced overview of the elementary concepts and facts of the discipline of psychology).…”

Section: Student Learning Objectives (Slos)mentioning

confidence: 99%

An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

Homa

Hackathorn

Brown

et al. 2013

Teaching of Psychology

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Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory psychology syllabi (N ¼ 158). SLOs were mapped to the APA Guidelines for the Undergraduate Psychology Major. Content analysis was based on the principles for quality undergraduate education promulgated by the American Psychological Association. Over 50% of the syllabi contained objectives specific to the science and application of psychology (knowledge base, research methods, and application). Analysis of content coverage revealed instructors spent significantly more time on topics related to physiological and cognitive psychology and spent significantly less time on topics related to the history and scope of psychology, research methods, and developmental psychology. The current study also explored the influence of instructor specialty area on content coverage.

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The first course in psychology.

Cited by 36 publications

References 68 publications

The personality and achievement of the classroom participant.

The personality and achievement of the classroom participant.

Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

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