The Importance of Taking Psychology: A Comparison of Three Levels of Exposure

Landrum, R. Eric; Gurung, Regan A. R.; Amsel, Eric

doi:10.1177/0098628319872574

Cited by 7 publications

(9 citation statements)

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“…As well, students further in their undergraduate careers showed a greater ability to think critically. These findings suggest that, in general, higher education effectively increases critical thinking (see also Landrum et al, 2019).…”

Section: Discussionmentioning

confidence: 79%

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Research experience in recitation sections within introductory psychology courses: The effectiveness of a semester-long laboratory component.

Branch¹,

Dubow²

2021

Scholarship of Teaching and Learning in Psychology

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Undergraduate psychology students struggle to think critically, are hesitant to endorse psychology as a scientific field, and believe scientifically disproven psychological myths. We asked if a semester-long laboratory component (small weekly recitation groups), embedded within a large introductory psychology course, could improve students' critical thinking, perceptions of psychology as a science, and ability to identify psychological myths. In the recitation groups (N ϭ 124), students researched a topic, designed a study, collected data, and presented findings. We compared this format to 2 control groups employing similar activities: one with a traditional recitation component of discussion of material presented within the large lecture (N ϭ 36) and one with a traditional recitation component coupled with a behavior modification project that students designed halfway through the semester (N ϭ 133). The 3 large courses were taught by separate instructors, and recitation groups were led by graduate teaching assistants; otherwise, the sections were structured to maximize equivalency. We administered a pretest at the beginning of the semester and a posttest at the end of the semester and found that our intervention was successful in increasing critical thinking ( p 2 ϭ .065); however, across all 3 conditions, at the posttest, students were less likely to view psychology as a science ( p 2 ϭ .035).

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Section: Discussionmentioning

confidence: 79%

“…Indeed, as students advance through the major, they show an increased belief that psychology is a science, greater psychological knowledge, and fewer endorsements of psychological myths and misconceptions (Landrum, Gurung, & Amsel, 2019). But what about those students who do not declare psychology as a major?…”

mentioning

confidence: 99%

Research experience in recitation sections within introductory psychology courses: The effectiveness of a semester-long laboratory component.

Branch¹,

Dubow²

2021

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

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“…On the one hand, evidence indicates that all students learn the discipline in the manner suggested in Guidelines 2.0 , whereby increasing learning experiences in the discipline result in broad and incrementally deeper understandings, reflective of the relationship between the foundational and baccalaureate outcomes. Landrum et al (2019) found that participants with no, some (introductory psychology), and extensive (senior majors) involvement in psychology show parallel differences in performance across multiple psychological assessments tapping similar areas as the Guideline 2.0 goals (including general psychology knowledge, research, ethics, and careers). Those assessments were also positively intercorrelated, further suggesting that elements of the discipline are learned in a broad, connected, and incremental manner rather than separately and in isolation.…”

Section: Foundational Outcomes Institutional Contexts and Functionsmentioning

confidence: 95%

Context Matters: Outcome Assessments for Associate’s Degree Psychology Programs

Amsel

McGregor

Alexander

et al. 2020

Teaching of Psychology

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The article highlights the importance and challenges of identifying program-level outcome assessment strategies for associate’s degree psychology programs. We discuss the value of such program outcomes for quality assurance, improved teaching and learning, and efficient transfer. However, as we document, there is little uniformity in the psychology courses offered in associate’s degree programs, which are tailored to the unique context of the institution. As a result, the foundational outcomes offered in the American Psychological Association Guidelines for the Undergraduate Psychology Major 2.0 may not apply to all institutional contexts. The Associate’s Integration subcommittee of the Summit on National Assessment in Psychology developed new outcomes aligned to the foundational ones in Guidelines 2.0 to address the need for assessments across all institutional contexts. We conclude with suggestions for future discussion, research, and policy regarding program assessment for associate’s degree students.

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“…Respondents who reported having taken psychology courses did rate the value of psychology significantly higher than respondents who had not taken psychology, but the difference was not striking, and there was no significant difference between the two groups when rating the value of psychology in professional domains. Introductory psychology is an opportunity to shape a more positive view of the value of psychology as a science and as an important factor in professional success (Landrum et al, 2019).…”

Section: Realizing Its Potentialmentioning

confidence: 99%