The Undergraduate Psychology Major: An Examination of Structure and Sequence

Stoloff, Michael L.; McCarthy, Maureen A.; Keller, Lizbeth; Varfolomeeva, Veronika; Lynch, Joanna; Makara, Kara A.; Simmons, Samantha; Smiley, Whitney

doi:10.1080/00986280903426274

Cited by 116 publications

(168 citation statements)

References 14 publications

Supporting

Mentioning

161

Contrasting

Unclassified

Order By: Relevance

“…The results were surprising. Only one of the available courses taught ethics exclusively, which is similar to the Stoloff et al (2010) study that did not find any courses in ethics in a review of US undergraduate programs in psychology. You et al (2011) also found that 24 syllabi did not address ethical issues in any way.…”

supporting

confidence: 55%

Ethics as an Undergraduate Psychology Outcome: When, Where, and How to Teach it

Ruiz

Warchal

2014

Psychology Learning & Teaching

View full text Add to dashboard Cite

The American Psychological Association (APA) recently approved a new set of Guidelines for the undergraduate psychology major, version 2.0 (APA, 2013a) which addressed ethics specifically. Yet the teaching of ethics receives little attention in publications, national and international institutes, and conferences. Few guidelines for when, where, and how the teaching of ethics is best integrated into the undergraduate curriculum are available. The typical psychology undergraduate will encounter issues related to ethics in courses such as research methods, and more generally in course syllabi under the topic of Academic Honesty. This is hardly an effective introduction to the complex personal and professional ethical decisions the psychology student will encounter after graduation. This report proposes when, where, and how to teach ethics in the undergraduate psychology program and presents a case example demonstrating the intentional integration of ethics into the psychology undergraduate curriculum to prepare students to become ethically literate citizens.

show abstract

supporting

confidence: 55%

Ethics as an Undergraduate Psychology Outcome: When, Where, and How to Teach it

Ruiz

Warchal

2014

Psychology Learning & Teaching

View full text Add to dashboard Cite

show abstract

“…Stoloff et al (2010) report that virtually all four-year colleges and universities offering a psychology major require one or more courses in statistics and research. Consequently, students who vary in their educational backgrounds are enrolling in statistics courses (Dauphinee, Schau, & Stevens, 1997).…”

Section: Introductionmentioning

confidence: 99%

Self-regulated learning strategies in relation with statistics anxiety

Kesici¹,

Baloğlu²,

Deniz³

2011

Learning and Individual Differences

View full text Add to dashboard Cite

“…According to Stoloff et al (2009), the statistics course is one of the two courses (the other being the introductory psychology course) that serve as the foundation for undergraduate psychology programs. Out of 374 universities surveyed in North America, 98% of them required students to complete at least one statistics course -with most of those requiring students to complete two -as a requirement for their psychology degree programme (Stoloff et al, 2009). Furthermore, these statistics courses largely determine entry into the Honors programme, which in turn, is essential for entry into postgraduate studies.…”

mentioning

confidence: 99%

Reliability and validity of the Statistical Anxiety Scale among students in Singapore and Australia

Chew

Dillon

2014

Journal of Tropical Psychology

View full text Add to dashboard Cite

Given the negative relationships between statistics anxiety and statistics achievement, it is important for researchers and instructors to have a reliable and valid measure to identify students with statistics anxiety.The purpose of the current study was to examine the psychometric properties of Vigil-Colet, LorenzoSeva, and Condon's (2008) Statistical Anxiety Scale (SAS) among students in Singapore and Australia. Unlike the commonly used Statistical Anxiety Rating Scale, the SAS provides a specific measure of statistics anxiety. Participants were 197 undergraduates (79.2% female) in the James Cook University Psychology programs at the Singaporean (70.1%) and Australian (29.9 %) campuses. Acceptable internal consistency reliabilities, ranging from 0.88 to 0.95 for the three factors of the SAS, were found in the current study. Confirmatory factor analysis suggested that a modified three-factor model best describe the data. Scores on the SAS shared positive correlations with another measure of statistics anxiety, and negative correlations with a measure of attitudes toward statistics. The results provided support for the use of the SAS among Singaporean and Australian psychology undergraduates.

show abstract

The Undergraduate Psychology Major: An Examination of Structure and Sequence

Cited by 116 publications

References 14 publications

Ethics as an Undergraduate Psychology Outcome: When, Where, and How to Teach it

Ethics as an Undergraduate Psychology Outcome: When, Where, and How to Teach it

Self-regulated learning strategies in relation with statistics anxiety

Reliability and validity of the Statistical Anxiety Scale among students in Singapore and Australia

Contact Info

Product

Resources

About