Introductory Psychology Course Research Articles

Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning

Background: Male students’ achievements in female-dominated study programs have garnered limited research attention. This study investigates the relationship between psychology students’ perceived diversity climate and their learning outcomes in a gender-mixed computer-supported collaborative learning (CSCL) course in introductory psychology. Our main hypotheses were that the diversity climate—learning outcome relationships would be stronger for male (gender minority) than for female students (gender majority). Methods: This study used data from a large sample of university first-year students at a blended learning university ( n = 1,172, 75% female) with three points of measurement in a 9-week CSCL assignment. Findings: Moderated-mediation regression analyses confirmed that students’ perceptions of the diversity climate in their CSCL group were significantly related to gains in online learning self-efficacy among male, but not female students. Furthermore, by increasing gains in self-efficacy, climate perceptions also translated into better quiz performance among male students. Contributions: This study shows that for men perceived diversity climate is a significant determinant of their individual learning outcomes. This calls for paying more attention to the minority perspectives of males in female-dominated psychological programs to better understand why this is the case.

Denial, Attention-Seeking, and Posting Online While Intoxicated: Three Key Predictors of Collegiate Sadfishing.

Sadfishing, or the exaggeration of one's emotional state online to generate sympathy, is a maladaptive behavior that can negatively affect mental health. A better understanding of the characteristics of individuals who sadfish could inform tailored interventions to decrease sadfishing and improve quality of life. However, to date, the phenomenon of sadfishing remains understudied. Thus, the current project was designed to identify some of the key psychological and behavioral characteristics that may be associated with sadfishing. Undergraduate college students (N = 374) recruited from introductory psychology courses at a large, Hispanic-serving institution completed an anonymous online survey assessing sadfishing and other online behaviors, psychological characteristics (coping, stress, resilience, and social support), and alcohol use. Both univariate and multivariate statistical analyses were conducted. Results of the binary logistic regression analysis found that students who reported using denial as a coping strategy (p = 0.005), who endorsed the attention-seeking behaviors associated with histrionic personality disorder (p = 0.021), and who used social media while intoxicated (p = 0.017) were most likely to report sadfishing. This study furthers our knowledge of the maladaptive online behavior of sadfishing and identifies several key predictors that could become targets for tailored interventions. In particular, our results highlight the importance of coping skills training for individuals who sadfish.

Hearing voices, but whose? Constructions of schizophrenia in introductory psychology textbooks

Introductory psychology courses have a broad reach; their textbooks are instrumental in disseminating information about mental distress. In this study, we present the theoretical implications of a Foucauldian discourse analysis of constructions of schizophrenia in six introductory psychology textbooks assigned in Aotearoa/New Zealand and Australia. We identify three interconnected discursive constructions within the textbooks: object-for-study, social problem, and unrecoverable illness. These constructions converge to position people with a diagnosis of schizophrenia (PWDS) as sites for biomedical intervention and generate biomedical treatment as necessary but non-curative. Notably, the voices of PWDS are absent from the texts. We contend that amplifying counter discourses and the voices of PWDS is essential to provide the context, meaning, and hope that is missing from these textbooks, and broader society. We work with Mad Studies to present potential ways of theorising otherwise around these experiences—and leveraging this theory in textbook writing.

Experiential Avoidance, Post-Traumatic Stress Symptoms, and Academic Impairment.

The ways in which Posttraumatic Stress Disorder (PTSD) symptoms lead to impairments in functioning, including academic performance, are not well understood. The present study sought to examine the role of a common maladaptive coping strategy, experiential avoidance, as a moderator of the relationship between posttraumatic stress symptoms (PTSS) and academic achievement. Participants (N = 326) were undergraduate students enrolled in introductory psychology courses at a large university in the Midwestern United States who reported at least one event potentially meeting Criterion A for PTSD. The prospective association of PTSS with current and subsequent semester GPAs, and with experiential avoidance as the moderator, were examined. The interaction between PTSS and experiential avoidance significantly predicted both current semester GPA and subsequent semester GPA, with stronger associations between PTSS and GPA being observed at higher levels of experiential avoidance. These results were not fully explained by control variables of high school performance, standardized test scores, and general negative affect. This study found that experiential avoidance significantly moderates the relationship between PTSS and academic performance. These results suggest that interventions that target PTSS and/or experiential avoidance may increase GPA. Limitations and future directions are discussed.

How to deliver an effective course: A student's perspective

Certain course features, such as engaging delivery, can benefit student learning. This essay presents one student’s opinion of what made for an effective introductory psychology course. The student provides his perspective on various features of the recently completed psychology course and how those elements supported his learning. The elements he identified included various ongoing knowledge checks, test reviews, tests, in-class engagement, personalized touchpoints, scaffolding, and student feedback. For each, the course instructor explains the pedagogical underpinnings of her choices. Faculty may find a student’s perspective on courses valuable as they consider their pedagogical decisions in terms of course design and delivery.

Does Fan Feel and Visibility During Thermostat Interaction Affect Temperature Selection in Warm Ambient Conditions?

Abstract A vicious cycle exists when higher global temperatures increase the demand for indoor air-conditioning, which consumes significant energy while heating the outdoors. These higher outdoor temperatures then prompt more air-conditioning use. This unsustainable cycle motivated us to develop an intervention to encourage more energy-efficient temperature adjustments during warm ambient conditions. We explored whether an experimental thermostat interface, which incorporated mechanical fans, affected individual thermostat-setting behavior. Experimental parameters were (1) feel versus don't-feel fans and (2) high- versus low-visibility fans. Participants were 23 university students, including 20 enrolled in an introductory psychology course. When prompted to make temperature adjustments, we found that participants who felt the fans selected higher (more energy-efficient) temperatures in warm ambient conditions. This effect held regardless of whether participants could clearly see the fans or not. These results inform how products can be designed to increase energy-conscious behaviors.

What do other people think he deserves? Social influence on utilization of mitigating information regarding a violent offender's unfortunate life history.

The blameworthiness of an offender is often discussed in groups. Yet, the research literature overwhelmingly examines individuals assessing blameworthiness in isolation. To address this gap in the literature, the present study examines group deliberations about blameworthiness, with a particular focus on how group deliberations impact utilization of mitigating information about an offender's unfortunate life history. Participants from introductory psychology courses at a U.S. university were placed in groups of two or three and each group also included a confederate who followed a script. Groups were randomly assigned to one of four conditions. In one condition (deed only), groups learned only about the offender's heinous crimes. In the three remaining conditions, participants also received a historicist narrative regarding how the offender's unfortunate history deformed his moral character. These conditions differed in terms of the confederate's arguments: Neutral arguments, arguments to ignore the narrative, or arguments to give great weight to the narrative. Results showed that the historicist narrative was particularly effective at reducing outrage and increasing compassion when the confederate argued for its utilization. The reduction in outrage mediated a reduction in spiteful punitiveness toward the offender. Interestingly, the confederate who urged fellow deliberators to ignore the historicist narrative had no impact on outrage or compassion. We also examined mediation of the impact of historicist narratives on outrage and compassion. We found that when the confederate remained neutral the impact of historicist narratives on outrage and compassion was mediated via diminished perceptions of the offender's control of self-formation. This mirrors what is typically found in prior work focused on individual judgments. In contrast, when the confederate argued that great weight should be given to the narrative, reductions in outrage were mediated via diminished perceptions of offender freedom of action. This pattern of mediation is not typically found but has been found in one previous study where participants received social encouragement to mitigate blame. Results are discussed in terms of how social influence might alter the inferences draw from historicist narratives. Suggestions for future research on social influence in the context of blame are presented.

Using Debriefing as a Tool to Enhance the Educational Value of Undergraduate Research Participation

Background Limited research exists on enhancing the educational value of research participation among undergraduate research participants. Objective The aim of the current studies was to examine the impact of extended debriefings and incentives on actual learning and perceptions of research participation. Method Three undergraduate samples were recruited from introductory psychology courses. A total of 943 students participated across the three studies by completing a series of assessments online. Results Findings from this series of studies suggest that extended video debriefings, especially when combined with instructions that incentivize attending to debriefing content, may be an effective tool to increase the educational value of undergraduate research participation. Conclusion Extended debriefings and incentives may enhance learning associated with research participation among undergraduates. Teaching Implications Psychology departments could consider using extended debriefings and incentives to enhance learning and quizzes to assess learning outcomes associated with research participation.

Improving Student Learning in Introductory Psychology Courses with Peer Mentors and Supplemental Instruction

Research suggests that the presence of peer mentors in Introductory Psychology classes can improve student performance by raising course completion rates, promoting achievement of student learning outcomes (SLOs), and elevating overall grades (Asgari & Carter, 2016). Accordingly, Psi Beta student researchers brought honors psychology students into Introductory Psychology classrooms to serve as peer mentors. These mentors delivered three online lessons through Zoom, which covered scientific reasoning, biopsychology, and antidepressant therapy. The present study evaluated the effectiveness of these peer-presented lessons through a 64-item post-presentation assessment pertaining to Introductory Psychology. A total of 73 undergraduate psychology students from Irvine Valley College completed the assessment, with a control group of 64 participants and a treatment group of 9 students who participated in the supplemental Zoom lessons for extra credit. It was hypothesized that students who completed the supplemental lessons would score higher on the assessment than students who did not complete the supplemental lessons. A subset of hypotheses was posed that the treatment group would score higher on three individual SLO’s compared to the control group. These SLO outcomes encompassed the following abilities: First, recall of various fundamental concepts presented in Introductory Psychology, second, the application of critical thinking to differentiate between psychological misconceptions and truth, and third, the ability to recognize different research designs, and formulate conclusions based on data. Results indicated no significant differences between the groups on the overall assessment nor the individual student learning outcomes. Limitations include group sizes, potential bias in the treatment group, and reduced impact of online learning compared to in-person instruction. Future research should compare the relative effectiveness of live in-person lesson delivery, live Zoom sessions, on-demand pre-recorded lectures. Results from this study can be used to further enhance psychology instruction and ensure that students comprehend course content while simultaneously providing growth opportunities for peer mentors.

Honor Students Serve as Peer-Teachers to Implement the Introductory Psychology Initiative

Our department has developed a unique way to support APA’s Introductory Psychology Initiative (IPI) (Rudmann et al., 2022). Advanced students, all Psi Beta honor students, train and deliver supplemental instruction to introductory psychology students. Supplemental instruction includes lessons covering evidence-based study skills and applications of basic scientific concepts to topics of interest to students. The scientific concepts align with material presented in most introductory psychology courses (Becker-Blease et al., 2021; Stevens et al., 2016). Several forms of instructional delivery are used: In class presentations, live presentations via Zoom, or on-demand interactive web presentations using the PlayPosit platform. A comprehensive assessment plan gauges the supplemental instruction’s impact on student outcomes: Course SLOs, a pre- and post-presentation assessment battery, and longitudinal tracking of the academic progress of the introductory psychology students. In addition, our Psi Beta student presenters benefit from participating in a combined service and research project. Preliminary results indicate improved learning, but more comprehensive evaluation research is planned to overcome limitations of the current study.

Attitude and peer norm predict how students use lecture recordings

The impact of lecture recordings on university students' learning often depends on whether the recordings are used as a substitute for attending live lectures (watching instead of attending; usually undesirable) or as a supplement to attending (watching in addition to attending; usually desirable). However, little is known about the predictors of how students use the recordings. This study examined the demographic and psychological variables associated with attending live lectures, and with the use of lecture recordings as a substitute or supplement. In particular, we characterised the students' own opinions about attending live lectures and using lecture recordings (attitude), students' beliefs about what their classmates thought about these behaviours (peer norm), and students' beliefs about what their lecturers thought about these behaviours (lecturer norm). Using data gathered in a large introductory psychology course (n = 212), we found that attending live lectures, using recordings as a supplement and using recordings as a substitute were all viewed favourably and perceived to be accepted by peers. The perception of lecturer norm was more nuanced, with substitution perceived as the least acceptable to lecturers. Generally, the more positive the students’ own attitude and the perceived peer norm towards engaging with lectures in a particular way (attending live, using recordings as a supplement, or using recordings as a substitute), the more likely students were to engage with lectures in that way. These findings suggest that attitudes and peer norms may be valuable targets for educational interventions in this area.

Enhancing students’ learning experience using social networking applications: evidence from a random experiment

ABSTRACT During the COVID-19 quarantine, we conducted a field-setting pre/post-test randomized experiment (n = 115), creating a community using the social media application Instagram to enhance students’ interactions with their peers and immediate physical environments in a large, introductory online course in environmental psychology. We used the framework of the community of inquiry (CoI) to explain the ecological effects of this project. After posting photos and interacting with others on Instagram weekly for 8 weeks, student participants reported a significantly greater social presence and cognitive presence. Furthermore, participants reported higher levels of course satisfaction and performed better on the preliminary exams than non-participants, but this does not seem attributable to the intervention itself. We discuss the issues of self-selection bias, attrition bias, and compliance bias in this study arguing that greater social presence increased the cognitive presence, as mediated by meaningful peer interactions. Our findings provide additional evidence on the value of using social media in educational settings on learning experiences and for building communities to connect students with their peers and physical environments. We also explore the implementation of a pedagogical approach to context-based learning via mobile technologies, and how the CoI framework can be used in evaluating online learning environments.

Exploring the Ecology: Beyond Cameron and Khanna

In reviewing the Cameron and Khanna project, we find much to be commended. The large diverse sample of researchers and the collection of widespread student misconceptions will help focus students and instructors in the introductory course on teaching and learning the science of psychology. The recommendations we make provide a guide for looking beyond student belief and recognizing factors potentially contributing to and supporting misconceptions. Because teaching psychological science in the introductory psychology course is challenging, it is likely that misconceptions result from misinterpretations of the evidence. Investigating how textbooks and instructors’ perceptions of claims perpetuate misconceptions would be an important contribution toward improving the teaching of psychology. Assessing student misconceptions about psychological science would document the prevalence of science misconceptions, would permit the investigation of change in knowledge and scientific attitudes with the introductory psychology course, and would provide a basis for studying links between misconceptions about psychology and misunderstanding (or lack of appreciation) of the very nature of science.

Using Fidget Spinners and Stress Balls Do Not Impact College Introductory Psychology Test Scores

Aim: To determine if the use of fidget spinners and stress balls impact college test scores in Introductory Psychology courses.  
 Study Design:  A between-participants experimental design was used.  Students were randomly assigned into conditions. 
 Place and Duration of Study: The study was conducted at Coastal Carolina University, Conway, South Carolina, USA.  Fall semester.
 Methodology: 170 college students enrolled in Introductory Psychology courses participated in the study.  Participants were randomly assigned to use a fidget spinner, a stress ball, or sit quietly for 3 minutes before a unit test in their Introductory Psychology course.
 Results: Quantitative data was analyzed using SPSS.  There were no statistically significant differences in test scores between the three groups (P=.28).  The fidget spinner group (M=75.82,
 SD=13.12), the stress ball group (M=76.41, SD=13.89), and the control group (M=79.33, SD=11.17) scored similarly to each other on the unit test.
 Conclusion: Using fidget spinners or stress balls do not impact Introductory Psychology test scores.

Changing the Subject: A Turn From Content Toward Values and Skills in Introductory Psychology

The author of the target article hypothesizes that introductory psychology textbook authors aim to “indoctrinate” students toward a more liberal political worldview. In our response, we offer a counterhypothesis that introductory psychology authors are more likely to be biased against updating older research in general, given the enormous amount of new research that must be incorporated, as opposed to specifically ignoring findings that fit with a conservative political worldview. We point to content that is generally overlooked that would fit with a liberal perspective, and we suggest an empirical investigation that the author could conduct to evaluate these competing hypotheses. Finally, we encourage a pivot in how we think about the introductory psychology course from an emphasis on content to an emphasis on skills and values, offering psychological literacy as a framework for the renewal of the introductory psychology curriculum.

Indoctrination in Introduction to Psychology

There have been dozens of papers published on the misrepresentation of psychological studies and theories (e.g., omitting criticisms) presented in introductory textbooks. Authors of these papers have offered numerous explanations for the errors including limited space for covering criticisms and the desire among textbook authors to “sell” psychological science to an introductory audience. In the present article, several studies and theories, most of which have been identified in previous research as misrepresented in introductory psychology textbooks, are reviewed. The possibility of ideological bias contributing to the misrepresentation is considered. The bias in introductory psychology is considered in the context of wider concerns about the consequences of political homogeneity in the field. Suggestions for reducing bias in introductory psychology textbooks and courses are offered.

Connecting Introductory Psychology to Climate Change Can Empower Students

Background Introductory psychology courses provide a unique opportunity to educate students in ways that can inform how they will address major issues of the day. Objective: We tested whether an integrative, last-day-of-class activity in which students applied pertinent psychological theories to climate change would empower students to address this issue. Method: Across multiple introductory psychology courses, pre- and post-course assessments (Study 1) and a comparison to a control classroom condition (Study 2) were used to evaluate changes in students’ climate change efficacy beliefs and intentions to act. Results: Students who experienced the activity were more likely to (1) believe their actions could make a difference in mitigating climate change and influence others to follow suit, (2) show increased intentions to adopt sustainable behaviors and take political action to address climate change, and (3) see psychology as relevant to solving societal issues like climate change. Conclusion Having students connect psychology to solving climate change led students to feel more empowered to address this global challenge. Teaching implications: This classroom activity could readily be scaled up to thousands of introductory psychology courses around the world every year, connecting psychology to a major issue of our time and potentially mobilizing students to action.

0938 Energy Drink Consumption and Motivation related to Sleep and Sleepiness Among College Students: Possible Clinical Implications

Abstract Introduction We examined prevalence and motives of energy drink consumption (EDC) and the relationship between EDC and sleep in college students. A literature review revealed most common motives for EDC in the general population include promoting wakefulness, increasing energy, and enhancing alcohol’s effects. Excessive daytime sleepiness has been found the day after EDC and EDC increases sleep latency (persisting up to eight hours). We pursued these questions as well as clinical implications in a college population. Methods Recruited from introductory psychology courses, 162 students (age: M=22.06 years, SD=5.87) met course requirements or obtained extra credit for participation. Participants completed demographic information, the Epworth Sleepiness Scale (ESS), the Pittsburgh Sleep Quality Index (PSQI), questions regarding associated features of inadequate sleep, the Sleep Hygiene Index, and questions assessing weekly quantity and motivation for energy drink consumption. Results 90.6% of participants consumed energy drinks (42% traditional consumer drinks such as RedBull, 77% tea/coffee, 66% soda). The most common motivations were taste (57%), completing projects (43%), staying alert (42%), preventing sleepiness (41%), and staying productive (37%). More EDC was significantly related to greater daytime dysfunction (PSQI-7) (r(156)=.158, p=.024), more maladaptive sleep hygiene (r(158)=.206, p=.005), poor sleep quality (PSQI-Global) r(155)=.154, p=.027), shorter sleep duration (r(155)=-.161, p=.022), and associated features of poor sleep (daytime sleepiness: r(158)=.280, p<.001, worry: r(158)=.139, p=.04, and reduced attention: r(158)=.174, p=.014). Logistic regression models showed for each one additional energy drink per day, increasing odds of sleepiness (OR=1.71, CI=1.21-2.40) poor sleep quality (OR=1.63, CI=1.04-2.55), and short sleep duration (OR=1.56, CI=1.14-2.13). Conclusion EDC, including coffee/tea, is widespread among college students and is most frequently motivated by liking the taste and promoting productivity/alertness. The active ingredient most frequently associated with energy drinks, caffeine, is viewed as relatively innocuous. Causality is unclear, however, these data suggest frequent EDC in college students is associated with sleep problems and may oppose motivations for use (e.g., one consumes ED to combat sleepiness and/or improve efficiency and instead finds attention and sleep impaired). Education and clinical guidance could help users understand associated risks and that changes in even one drink per day could lead to clinically important improvements. Support (if any)  

Examining the Effects of Nature and Animal Videos on Stress

ABSTRACT Animals are often prohibited in public areas, which limit opportunities for people to experience improvements in well-being from their presence. Visual representations of animals, such as videos, may serve as an alternative intervention to the physical presence of live animals. University students, in particular, may benefit from virtual animal-assisted interventions, given that they report high rates of stress, and opportunities to interact with live animals at tertiary institutions are generally limited. This study recruited 200 participants from introductory psychology courses through a research participant pool at Toronto Metropolitan University in Canada. Following exposure to a mental arithmetic stressor that was 3 minutes in length, participants were randomly assigned to watch a 3-minute video that featured either a dog, puppy, nature, or blank screen. In light of previous research that found that infantile facial features elicit greater attention and positive affect among viewers compared with mature facial features, this study hypothesized that the video of the puppy would be the most effective at enhancing wellbeing. Data were collected through the Depression Anxiety Stress Scales (DASS-21), Social Phobia Inventory (SPIN), Positive and Negative Affect Schedule (PANAS), Visual Analog Scale (VAS), and the Subjective Appraisal of Video Affects (SAVA). The results revealed that the puppy video produced significantly higher scores of happiness relative to the nature and control videos (F (8.54,557.94) = 3.29, p < 0.001, ηp 2  = 0.05). Additionally, participants reported that the puppy video was significantly more effective at inducing relaxation compared with the control video (F (3,199) = 7.58, p < 0.001, ηp 2  = 0.10). These results suggest that watching a video of a puppy can be useful to improve wellbeing among university students. This study offers novel contributions to the limited literature examining the impact of visual representations of infant animals on stress.

Randomized study strategy intervention in a large introductory psychology course.

Randomized study strategy intervention in a large introductory psychology course.