Effects of a Multicultural Psychology Course on Undergraduate Students

2007 ◽  
Author(s):  
Jennifer Teramoto Pedrotti ◽  
Lisa I. Sweatt
Keyword(s):  
Undergraduate Students ◽  
Multicultural Psychology ◽  
Psychology Course

Undergraduate student change in cultural competence: Impact of a multicultural psychology course.

2018 ◽  
Vol 4 (2) ◽  
pp. 81-92 ◽  
Author(s):  
Christina A. Patterson ◽  
Lesther A. Papa ◽  
Alexandra K. Reveles ◽  
Melanie M. Domenech Rodríguez
Keyword(s):  
Cultural Competence ◽  
Undergraduate Student ◽  
Multicultural Psychology ◽  
Student Change ◽  
Psychology Course

The Impact of Strengths-Based Assessment Education on Undergraduate Students’ Knowledge of Disorders and Mental Illness Stigma

2021 ◽  
pp. 009862832110153
Author(s):  
Rhea L. Owens ◽  
Sean Heaslip ◽  
Meara Thombre
Keyword(s):  
Mental Illness ◽  
Undergraduate Students ◽  
Psychological Disorders ◽  
Mental Illness Stigma ◽  
Assessment Practices ◽  
Abnormal Psychology ◽  
Assessment Approach ◽  
Psychology Courses ◽  
Psychology Course ◽  
The Impact

Background: While abnormal psychology courses have traditionally focused on psychopathology, there are several benefits to adopting a strengths-based approach. Objective: This study examined the teaching of a strengths-based assessment approach (the DICE-PM Model), compared to teaching as usual, in an undergraduate abnormal psychology course. Method: Two sections of an abnormal psychology course were taught a strengths-based assessment approach while two sections were taught as usual. All participants completed measures of knowledge of psychological disorders and mental illness stigma at the beginning and end of the semester. Results: Both groups demonstrated significant improvements in knowledge of disorders and a significant decrease in mental illness stigma with the exception of one category assessed (recovery), generally with small effect sizes. Those in the strengths group, compared to the control, showed a significantly greater decrease in mental illness stigma involving anxiety related to others with mental illness, though also with a small effect. Conclusion: Findings suggest strengths-based assessment education does not compromise the instruction of psychological disorders and is equivalent to a traditional abnormal psychology course in reducing mental illness stigma. Teaching Implications: Such an approach may be beneficial early in students’ education to reduce mental illness stigma and promote comprehensive assessment practices.

Lessons Learned From 15 Years of Service-Learning

2018 ◽  
pp. 17-40
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Lessons Learned From 15 Years of Service-Learning

2021 ◽  
pp. 903-925
Author(s):  
Lori Simons ◽  
Lawrence Fehr ◽  
Lake Greene
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Undergraduate Students ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Learning Program ◽  
Intercultural Relationships ◽  
Problem Solving Skills ◽  
Psychology Course ◽  
Service Experiences

This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.

Revised Form of the Belief in Good Luck Scale in a Turkish Sample

2003 ◽  
Vol 93 (2) ◽  
pp. 585-594 ◽  
Author(s):  
Bengi öner-özkan
Keyword(s):  
Undergraduate Students ◽  
Satisfaction With Life ◽  
Satisfaction With Life Scale ◽  
Good Luck ◽  
General Belief ◽  
Control Scale ◽  
Life Scale ◽  
The Mean ◽  
Psychology Course ◽  
Extended Scale

The aim of the study was to explore the patterns of belief in luck in a Turkish sample. For this purpose, a shorter version of Freedman and Darke's Belief in Good Luck Scale was given, including some more items related to the beliefs in ‘consistent’ versus ‘variant’ patterns of luck. This scale, together with Turkish versions of Rosenberg's measure of Global Self-esteem, Rotter's Internal-External Locus of Control Scale, and the Satisfaction With Life Scale of Diener, Emmons, Larsen, and Griffin, was administered to a group of 173 (96 men, 77 women) undergraduate students from the Middle East Technical University attending an elective general psychology course. The mean age was 21 yr. ( SD = 2.1). The factor composition of the extended scale consisted of three scales, similar to the original version. Loading of new items on the General Belief in Luck factor indicates that this factor may describe a belief in an organised pattern of luck.

Effects of Manifest Anxiety and Auditory Distraction on a Motor Steadiness Battery

1972 ◽  
Vol 35 (1) ◽  
pp. 203-209 ◽  
Author(s):  
Diane Klisz ◽  
Melvin L. Schwartz ◽  
Kenneth M. Adams
Keyword(s):  
Undergraduate Students ◽  
Group Performance ◽  
Task Complexity ◽  
Dominant Hand ◽  
Auditory Distraction ◽  
Male Undergraduate ◽  
Clinical Disorders ◽  
Psychology Course ◽  
Manifest Anxiety ◽  
Better Than

The Kløve Motor Steadiness Battery (Kløve, 1963) was administered to a group of 60 right-handed male undergraduate students enrolled in an introductory psychology course. Ss were chosen on the basis of MAS scores so that there were 20 Ss from high, medium, and low anxiety groups. Each of these groups was subdivided into auditory or no-auditory distraction subgroups. Ss were tested with dominant and non-dominant hands. Ss in the medium-MA group performed better than those in the high- and low-MA groups. Auditory distraction facilitated performance for the high- and medium-MA groups but disrupted performance for the low-MA group. Performance was generally better for the dominant hand and there were several hand × distraction and hand × anxiety level interactions. Factors relevant to task complexity and to clinical disorders in utilizing this battery were discussed.

scholarly journals Loss management and agency: Undergraduate students’ online psychological processing of lower-than-expected assessment feedback

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Natilene Bowker
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Undergraduate Students ◽  
First Year ◽  
Online Learning Environments ◽  
Assessment Feedback ◽  
Online Distance ◽  
Feedback Data ◽  
Psychology Course ◽  
Psychological Processing

Identifying how students can manage the psychological complexity of receiving assessment feedback is important to gain maximum learning and for teachers to facilitate empowering online learning environments. This study discursively explores how a group of students, learning online, psychologically process assessment feedback. Data comprised 29 posts from a student-initiated asynchronous discussion in a first-year undergraduate online distance psychology course. Posts centre around different ways of managing loss over lower-than-expected assessment feedback involving three repertoires: distress, discord and review; facing the difficulties; and ways forward comprising three resources: acknowledgement and solutions, lessons learnt, and accommodating challenges. The psychological loss arising from the removal of a psychological attachment to a grade aspiration is theorised. Findings show how students’ discourse functioned to (legitimately) challenge the teacher’s power while also creating constructive solutions, including exercising agency over one’s online learning. Teaching strategies for managing the psychology of receiving assessment feedback online are shared.

First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course

2020 ◽  
pp. 009862832096478
Author(s):  
Jacqueline Goldman ◽  
Benjamin C. Heddy ◽  
Jenel Cavazos
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Value Theory ◽  
Introductory Psychology ◽  
Drop Out ◽  
Academic Challenges ◽  
Psychology Courses ◽  
Psychology Course

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.

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