scholarly journals Assessment of a model for achieving competency in administration and scoring of the WAIS-IV in post-graduate psychology students

2015 ◽  
Vol 6 ◽  
Author(s):  
Rachel M. Roberts ◽  
Melissa C. Davis
Keyword(s):  
Psychology Students ◽  
Post Graduate ◽  
Graduate Psychology Students

CONCEPTUAL KNOWLEDGE OF CONFIDENCE INTERVALS IN PSYCHOLOGY UNDERGRADUATE AND GRADUATE STUDENTS

2019 ◽  
Vol 18 (1) ◽  
pp. 46-62
Author(s):  
NOELLE M. CROOKS ◽  
ANNA N. BARTEL ◽  
MARTHA W. ALIBALI
Keyword(s):  
Graduate Students ◽  
Confidence Intervals ◽  
Null Hypothesis ◽  
Conceptual Knowledge ◽  
Statistics Education ◽  
Psychology Students ◽  
Sample Mean ◽  
P Values ◽  
Research Journal ◽  
Graduate Psychology Students

In recent years, there have been calls for researchers to report and interpret confidence intervals (CIs) rather than relying solely on p-values. Such reforms, however, may be hindered by a general lack of understanding of CIs and how to interpret them. In this study, we assessed conceptual knowledge of CIs in undergraduate and graduate psychology students. CIs were difficult and prone to misconceptions for both groups. Connecting CIs to estimation and sample mean concepts was associated with greater conceptual knowledge of CIs. Connecting CIs to null hypothesis  significance testing, however, was not associated with conceptual knowledge of CIs. It may therefore be beneficial to focus on estimation and sample mean concepts in instruction about CIs. First published May 2019 at Statistics Education Research Journal Archives

Improving Graduate Student Seminar Presentations through Training

1992 ◽  
Vol 19 (4) ◽  
pp. 236-238 ◽  
Author(s):  
Paul Taylor
Keyword(s):  
Graduate Student ◽  
Time Management ◽  
Critical Incident ◽  
Psychology Students ◽  
Behavior Modeling ◽  
Learning Design ◽  
Visual Aids ◽  
Training Workshop ◽  
School Year ◽  
Graduate Psychology Students

A training program to improve graduate psychology students' seminar presentations is described. The skills to be trained were derived from critical incident interviews with professors and included aspects of verbal and nonverbal behavior, time management, use of visual aids, providing information, and facilitating discussion. A behavior modeling learning design was used to teach the skills in a 1-day training workshop led by psychology professors. The training included an opportunity for students to practice the skills and receive video, peer, and instructor feedback. The training was evaluated favorably through professors' evaluations of student seminar presentations in classes and by students surveyed immediately after training and at the end of the school year.

scholarly journals 1171 Commonly Encountered Yet Not Confident: Graduate Psychology Students’ Experience and Confidence Managing Sleep Disturbances

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A447-A447
Author(s):  
H Meaklim ◽  
M Monfries ◽  
I C Rehm ◽  
M Junge ◽  
L J Meltzer ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Sleep Disorders ◽  
Clinical Training ◽  
Sleep Disturbances ◽  
Sleep Problems ◽  
Psychology Students ◽  
Empirically Supported ◽  
Graduate Psychology Students ◽  
Psychology Training Programs ◽  
Strongly Agree

Abstract Introduction Trainee psychologists receive minimal sleep education during graduate psychology training programs, despite the frequent co-occurrence of sleep disturbances in mental health conditions. This study aimed to explore graduate psychology students’ experience working with sleep disturbances and their perceived skills and confidence to assess and treat sleep problems in clinical practice. Methods Australian graduate psychology students (N = 163) completed a novel survey developed specifically for the study, inquiring about their experience, skills and confidence to manage sleep disturbances in clinical practice. Students perceived skills to manage sleep disturbances were recorded on a 7-point Likert scale, where 1 = ‘strongly disagree’ and 7 = ‘strongly agree’. Students’ confidence to treat specific sleep disorders was also recorded. Results Sixty-eight percent of students reported having already worked with a client who experienced a sleep disturbance as part of their training. However, students’ perceived skills to assess and treat sleep disturbances were low. Only 14.9% ‘agreed’ or ‘strongly agreed’ that they had the skills to assess and diagnose common sleep disorders (M = 3.22, SD = 1.75). Similarly, less than a quarter of students ‘agreed’ or ‘strongly agreed’ that they felt comfortable using common sleep-related assessments (23.7%; M = 3.56, SD = 1.96) or empirically-supported interventions for sleep disturbances (22.6%; M = 3.71, SD = 1.83). The majority of students reported they were ‘not confident at all’ to treat parasomnias (80.3%); hypersomnias (77.9%); OSA (71.3%); circadian rhythm disorders (50%) or insomnia (41%). Conclusion Graduate psychology students report low levels of confidence in assessing and managing sleep disturbances in clinical practice, despite over two-thirds of students already working with clients experiencing sleep difficulties. Clinical training in the management of sleep disturbances is required for graduate psychology students. Support N/A

Evidence of Reliability and Validity for Wise's Attitude toward Statistics Scale

1998 ◽  
Vol 82 (1) ◽  
pp. 27-31 ◽  
Author(s):  
Kenneth S. Shultz ◽  
Hideya Koshino
Keyword(s):  
Undergraduate Students ◽  
Normative Data ◽  
Reliability And Validity ◽  
Psychology Students ◽  
Validity Evidence ◽  
Graduate Psychology Students ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

Reliability and validity evidence as well as normative data are provided for Wise's 1985 Attitudes Toward Statistics scale for 36 undergraduate and 38 graduate psychology students. In general, the two subscales of Field and Course appear to be reliable and valid measures of these students' attitudes toward statistics. In addition, normative data suggest different norms should be used for graduate and undergraduate students. Replication is needed.

Students' Views of Mentors in Psychology Graduate Training

1986 ◽  
Vol 13 (3) ◽  
pp. 123-127 ◽  
Author(s):  
Terry Cronan-Hillix ◽  
Leah K. Gensheimer ◽  
W. A. Cronan-Hillix ◽  
William S. Davidson
Keyword(s):  
Graduate Training ◽  
Psychology Students ◽  
Professional Activity ◽  
Social Lives ◽  
Research Involvement ◽  
Graduate Psychology Students ◽  
Midwestern University ◽  
Psychology Graduate Training ◽  
Conference Papers

This study examined the prevalence and role of mentors in graduate training from the viewpoint of students. Ninety graduate psychology students from a large midwestern university responded to a survey about the characteristics of mentors, the roles mentors play in their professional and social lives, and why some students do not have a mentor. Over 50% of the respondents had mentors. Inability to find a satisfactory mentor was the predominant reason for not having one. Findings suggest that mentors serve supportive functions and promote professional productivity as indicated by research involvement, publications, and conference papers. Personality characteristics distinguish good from poor mentors much more frequently than do intellectual competence or professional activity.

Comparing Strategies for Teaching Abstract Concepts in an Online Tutorial

2007 ◽  
Vol 37 (3) ◽  
pp. 307-330 ◽  
Author(s):  
Eric J. Fox ◽  
Howard J. Sullivan
Keyword(s):  
Psychological Theory ◽  
Psychology Students ◽  
Abstract Concepts ◽  
Web Based ◽  
Online Tutorial ◽  
Instructional Content ◽  
Graduate Psychology Students ◽  
Traditional Classification ◽  
Language And Cognition ◽  
Theory Of Language

The purpose of this study was to compare traditional classification training for a set of abstract concepts with multiple-relations training consisting of inference practice and the use of a content diagram. To examine this, 200 undergraduate and graduate psychology students completed a Web-based tutorial covering the abstract concepts of a psychological theory of language and cognition. All participants received the same core instructional content and practice activities varied by experimental condition: some participants received classification training, some received multiple-relations training, some received a combination of both, and some received neither. Performance on a posttest with three subsections was evaluated. Participants who received classification training were significantly better at identifying new instances of the concepts than participants who did not. Neither classification training nor multiple-relations training had a significant effect on ability to identify concept definitions or answer application questions. Implications for the development of instruction for abstract concepts are discussed.

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