Introductory Psychology Students Research Articles

Supports for Discipline-Specific Reading in Introductory Psychology

Introductory psychology students need supports to read and think in a discipline-specific way when learning psychology theories. We tested the effectiveness of using a task-model steps chart to help students understand, evaluate, and use theories presented in their introductory psychology textbook and lecture videos. We randomly assigned 52 undergraduates enrolled in an asynchronous online introductory psychology course to either the task-model steps chart (experimental) or a business-as-usual assignment (control) section of the course. The outcome measures were Exams 2 and 3 and applied-summary activities. Results demonstrated that although scores were not different between the two conditions at the middle of the course (Exam 2), students in the experimental condition performed better than students in the control condition on Exam 3 on non-targeted (transfer) items and the applied summaries. This study provides initial evidence of the value of supporting students’ disciplinary-specific understanding of the role of theories and studies in psychology. This task-model steps chart is a general tool that can be adapted to help introductory students read and think in psychology.

How did introductory psychology students experience the transition to remote online instruction amid the COVID-19 outbreak in New York City?

How did introductory psychology students experience the transition to remote online instruction amid the COVID-19 outbreak in New York City?

Effects of a psychic-reading demonstration on introductory psychology students’ critical thinking about and beliefs in psychic phenomena.

Effects of a psychic-reading demonstration on introductory psychology students’ critical thinking about and beliefs in psychic phenomena.

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.

The Midterm Wrapper: Quasi-Experimental Evidence of an Effective Performance Intervention

The current study examined the effectiveness of a midterm performance intervention designed to help Introductory Psychology students improve their study skills and course performance over the second half of the semester. The ‘midterm wrapper’, a self-reflective online performance intervention, asks students to engage actively with their midterm grade feedback by listing all scores that made up this grade, comparing their own past study strategies and academic habits to a list of effective strategies and habits and listing the study-related adjustments they plan to make for the second half of the semester. In a quasi-experiment, we compared 402 students who completed the midterm wrapper to 376 students who did not complete it on their post-midterm course performance. As hypothesized, controlling for pre-midterm performance, students who completed the midterm wrapper assignment scored higher on all post-midterm exams, completed more post-midterm homework assignments and ended the course with higher final grades than those who did not complete the assignment. The midterm wrapper takes little time on the part of instructors or students, but it is an effective means of encouraging students to reflect on their past performance and make necessary adjustments in time to improve their overall course performance.

The Importance of Perception and Personality on the Association Between Childhood Neglect and Adult Social Competence

ABSTRACT Social competence is a key component in engaging and sustaining everyday interactions. As such, it is prudent to identify factors that protect the development of social competence. In the present study, sociability and locus of control were examined as protective factors in two separate three-way interaction models of the effects of childhood physical and emotional neglect on adult social competence. Participants were 405 introductory psychology students from a public Southern California University. Students answered a computerized battery of assessments examining multidomain regulation. In the physical neglect model, a significant three-way interaction was found, such that for those with an internal locus of control, sociability was a protective factor: there was a strong negative relationship between physical neglect and social competence only when sociability was lower (b = −2.763, p = .024). However, for externally controlled individuals, higher sociability acted as a risk factor, strengthening the association between physical neglect and social competence (b = −2.205, p = .037). Childhood neglect has enduring effects in the lives of maltreated individuals, but their effects are not entirely uniform. Individual traits and perceptions can serve as potential intervention targets to mitigate the effects of childhood neglect on important outcomes.

Promoting Liberal Education Through Introductory Psychology: The Perspective-Based Approach

Introductory psychology is typically presented to undergraduates as a set of loosely related topics reflecting the organization of most textbooks. The empirically based evidence presented in the topical format is likely to be limited by progressive knowledge obsolesce and replicability challenges impacting contemporary science. We suggest that psychology instructors consider an alternative course format organized by theories or perspectives. A perspective-centered introductory psychology provides a consistent and pluralistic view of the field and embeds research findings and methodology within psychology’s major explanatory theories. Current trends in undergraduate higher education emphasize career readiness. Development of critical thinking and applying psychological principles to real-world situations, including students’ own lives, may be better achieved through a perspective-based approach. Given that the typical introductory psychology student is a non-major taking the course to fulfil liberal arts requirements, a perspective approach offers several advantages. A focus on understanding human behavior from multiple vantage points is a skill valued by prospective employers of new bachelor’s degree recipients. With its emphasis on divergent and dialectical reasoning, a perspectivecenteredintroductory psychology course can become the centerpiece of the general education curriculum. In addition to promoting post-formal reasoning, a perspective-centered introductory psychology illustrates the diverse epistemologies that have shaped our field.

The study strategies of small liberal arts college students before and after COVID-19.

Research has clearly demonstrated that some study strategies (for example, self-testing and spaced studying) are effective, yet students often report studying ineffectively. Our focus with the current study is to update and extend the current literature on how college students study. We surveyed 484 introductory psychology students at a small liberal arts college-a different type of school from prior studies. Our survey built on an existing study strategies questionnaire used to assess a variety of student study behaviors and beliefs. Additionally, we asked new questions about multitasking and study scheduling. Overall, we found that the current sample reported studying in similar ways to what past research suggested; students used both effective and ineffective strategies, some of which correlated with grade point average (GPA). However, some differences emerged. For example, our students were more likely to report learning how to study from a teacher. Additionally, a majority of students believed that multitasking was ineffective, yet most reported multitasking while studying. Finally, an important, but exploratory, analysis demonstrated that study strategies were similar before and after COVID-19 forced classroom changes. We highlight the need for future research on study strategies to recruit participants from more diverse institutions.

Not Quite on the Same Page: Comparing Key Terms in Introductory Psychology Textbooks

Background Textbooks shape the content and structure of most introductory psychology courses. It is important to compare the content of textbooks to assist educators in making the best textbook choice. Objective The purpose of this study was to conduct an analysis of five commonly used introductory psychology textbooks and examine the extent of overlap in their content coverage. Method Two trained readers identified 3878 key terms after performing a page-by-page content analysis. Commonality among texts was assessed by determining how many textbooks included each term. Results Coverage of psychology topics differed significantly across textbooks with 2766 terms (71%) unique to a single textbook. There were 494 terms (13%), 263 terms (7%), and 201 terms (5%) appearing in two, three, and four books, respectively. Only 154 terms (4%) were common to all five. Conclusion Given our results and how reliant course instructors are on textbooks, it appears introductory psychology students may not be exposed to similar vocabulary. Teaching Implications Introductory psychology textbooks may be similar at a chapter and topic level but do not share as much specific content as may be commonly believed. Instructors should take the time to check if the content matches course goals and expectations.

Cognitive Calisthenics: Pre-lecture Cognitive Exercise Boosts Learning

Background Attentiveness during class is critical for learning. Teachers have strategies to promote active engagement and active learning, yet little control over students’ baseline level of alertness and focus upon arriving to class. Objective To evaluate the effect of pre-lecture cognitive exercise on attention and learning in lectures. Method In Experiment 1, college students ( n = 28) in Introductory Psychology participated in a brief battery of complex cancellation tasks prior to a subset of lectures. Effectiveness measures included course exams and post-study student surveys. Experiment 2 replicated the first in a subsequent class ( n = 35) with the same instructor and the addition of post-lecture quizzes. Results In both experiments, students performed higher on exam content from post-exercise lectures relative to control lectures. No effect was observed on post-lecture quizzes. On post-study surveys, students reported improved attentiveness to lecture after cognitive calisthenics. Conclusion Pre-lecture cognitive activity appears to benefit student attention and learning in lectures. Teaching Implications With so many students arriving to class either distracted or sleepy, the inclusion of a brief pre-lecture cognitive exercise program may be an engaging and effective method for optimizing student attentiveness and learning in lecture-based courses.

Growth Mindset Intervention Improves Performance of Highly Nontraditional Introductory Psychology Students at a Community College

Background Research suggests growth mindset interventions can support student achievement, particularly among students at risk of academic struggle, but it remains underspecified which at-risk populations will benefit from such interventions. Objectives This study aimed to experimentally evaluate whether highly (vs. moderately or minimally) nontraditional community college students would benefit from a growth mindset intervention and whether their performance differed at baseline and after the intervention. Method A sample of 155 students in introductory psychology at a 2-year community college was randomly assigned to complete a growth mindset or control intervention, and all participants completed an extensive background survey. Results Results showed improved exam performance among highly nontraditional students in the mindset (vs. control) condition but no benefit among other students. Highly nontraditional students showed similar pre-intervention performance to peers, but their exam scores declined more over the semester than did control peers. Conclusion Growth mindset interventions may offer a low-cost strategy for supporting nontraditional community college students at risk of a downward performance trajectory. Teaching Implications Instructors can use easily administered mindset interventions to support at-risk students’ academic performance. They may also wish to evaluate the performance-related messages they convey to students and work to create a growth-oriented classroom environment.

Supplemental Material for How Did Introductory Psychology Students Experience the Transition to Remote Online Instruction Amid the COVID-19 Outbreak in New York City?

Supplemental Material for How Did Introductory Psychology Students Experience the Transition to Remote Online Instruction Amid the COVID-19 Outbreak in New York City?

Teaching About Systemic Ethical Misconduct Increases Awareness of Ethical Principles: A Replication and Extension of Grose-Fifer’s (2017) Tuskegee Role-Play Activity

Background: Introductory Psychology students rarely learn about unethical biomedical research outside the Tuskegee syphilis study, but these practices were widespread in U.S. public health research (e.g., at the Willowbrook State School researchers infected children with disabilities with hepatitis). Objectives: Replicate and extend Grose-Fifer’s research ethics activity by evaluating if an online homework and in-class role-play increased awareness of unethical research and abuses at Tuskegee (replication) and Willowbrook (extension) and subsequent changes in human subjects protections. Method: As homework, students read about the studies and wrote statements from perspectives of individuals involved. In class, students read their statements and discussed how outrage led to research conduct regulations. Online pre/posttests asked students why it was important to learn about both studies. Results: At posttest, students were more aware of unethical research at Willowbrook and that Tuskegee led to changes in human subjects protections. Students who completed the role-play activity were less likely to mention abuses for Tuskegee than students who did not participate. Conclusion: We were partially successful in replicating and extending Grose-Fifer. Teaching Implications: Research ethics instruction should draw attention to historical precedents and how public outrage and social activism led to increased protections for research participants.

Effects of Cued-Recall Versus Recognition Retrieval Practice on Beginning College Students’ Exam Performance

Cognitive psychologists have found that taking practice tests improves students’ learning, and some claim that tests that require recall are more effective than those that require recognition. This study examined whether recognition (i.e., multiple-choice) quizzes were as effective as cued-recall (i.e., fill-in-the-blank) quizzes for improving introductory psychology students’ exam performance. Chapters covered on each of four exams were assigned to either a no-quiz, fill-in-the-blank-quiz, or multiple-choice-quiz condition, and I evaluated students’ average exam performance on questions related to each quiz condition. Both the multiple-choice and fill-in-the-blank quizzes improved students’ exam scores, and there was no significant difference in the effectiveness of the two types of quizzes.

Teaching Students to Learn Better in Introductory Psychology: A Replication and Extension Study

Background: Psychology courses provide a good opportunity for instructors to teach students effective learning strategies integrated with content. Objective: This replication and extension study explored changes in students’ self-reported use of learning strategies before and after a term paper assignment and examined the relationships between learning strategy use and academic performance. Method: Three hundred eighty-five introductory psychology students completed surveys on their use of 11 learning strategies at the beginning and end of the semester, read an empirical article and wrote a term paper about the learning strategy of practice testing, and completed four exams among other assessments. Results: Replicating prior work, students generally reported improvements in their use of learning strategies over the course of the semester, though improvements were largely attributable to grade point average (GPA). Two learning strategies—self-explanation and practice testing—were positively correlated with course performance in the second half of the semester, over and above the effects associated with GPA. Conclusion: Teaching students about beneficial learning strategies may increase their adoption of those strategies as well as their course performance, replicating prior research. Teaching Implications: In order to improve course performance, instructors may consider adapting assignments in ways that increase students’ knowledge and use of effective learning strategies.

“SET” for Success: Targeted Instruction in Learning Strategies and Behavior Change in Introductory Psychology

Background: Undergraduates may not use the most effective learning strategies, particularly those considered “desirable difficulties” such as spacing, elaboration, and testing (“SET”). Objective: This study examined knowledge-based, metacognitive, and behavioral outcomes from interventions designed to teach undergraduates about the “SET” strategies and about behavior change techniques to support adoption of these study behaviors. Method: Introductory psychology students ( n = 244) received a learning-strategies-only intervention (LS), a learning-strategies-plus-behavior-change (LS+BC) intervention, or no intervention. They completed three assessment surveys to measure outcomes across the semester. Results: Intervention participants showed enhanced knowledge of the “SET” strategies. LS participants rated testing as more helpful, reported higher use of elaboration and testing, and had marginally higher final course grades than the control group. Adding behavior-change training did not enhance the outcomes. Growth mindset was associated with greater intervention-related gains on several measures. Conclusion: Curriculum-embedded LS training was associated with positive shifts in “SET” strategy knowledge and with behavioral changes for two strategies. Teaching Implication: This study provides evidence of the benefits of LS training as integrated into the introductory psychology curriculum, and can help guide educators to support students in acquiring more effective study strategies.

Predicting Learning: Comparing Study Techniques, Perseverance, and Metacognitive Skill

Background: Instructors and students are on a continuing quest to identify predictors of learning. Objective: This study examines the associations between self-reported exam score and study techniques among students in two courses, Introductory Psychology and Computer Science. Method: We used an online survey to measure the extent students ( N = 249) used 10 techniques studied in cognitive science. We also measured students’ perseverance, metacognitive skill, distractions, and procrastination. Results: Student use of specific study techniques varied between the two courses and a high utility technique, practice testing, was well used. Students reported low levels of spaced practice. Perseverance and metacognitive skills both correlated significantly with many of the study techniques. While no study techniques predicted exam scores in Introductory Psychology beyond variance predicted by GPA, the use of spaced practice predicted a significant portion of variance in students in Computer Science. Conclusions: Students’ use of study techniques varies between their courses and while related to GPA and exam scores, are not unique predictors of variance in learning. Additional moderators and mediators of learning need to be identified. Teaching Implications: We discuss ways instructors can help prepare students in Introductory Psychology and key needs for future research on studying.

Classification of gastrointestinal symptom patterns in young adults

BackgroundThe purpose of this study was to identify common gastrointestinal (GI) symptom groups using the Patient-Reported Outcomes Measurement Information System - GI symptom scales (PROMIS-GI) within a large sample of young adults. An attempt was made to relate the emergent groups to the Rome IV disorders of gut-brain interaction symptom domains. The PROMIS-GI is a freely available, adaptable, normatively referenced symptom measurement system that is applicable to many health assessment situations.MethodsParticipants were 956 introductory psychology students between the ages of 18 and 25 who completed the PROMIS-GI as part of ongoing research monitoring physical and psychological health of students at a major southeastern university. GI symptom groups were determined using a latent class analysis (LCA) approach. These GI symptom groups were then compared on key psychosocial factors including self-reported mood, anxiety, and health related quality of life (HRQoL) using MANOVA.ResultsThree groups were identified based on GI symptom elevations: Normal (n = 649), Mild (n = 257), and Moderate (n = 50). Self-reported anxiety, depression, and bodily pain levels were significantly higher in the Mild and Moderate GI symptom groups, and they indicated significantly lower work functioning, and general health ratings compared to participants in the normal group.ConclusionsApproximately a third of young adults surveyed were experiencing at least one GI symptom of a severity greater than normative levels. Both the Mild and Moderate GI groups demonstrated a similar configuration of symptoms with significantly the higher levels of pain, gas/bloating, and nausea/vomiting compared to the Normal group. The configuration of symptoms did not map discretely onto the Rome IV diagnostic categories for Bowel Disorders, such as IBS with predominant Diarrhea or Functional Constipation as might be expected. Rather, the emergent groups suggest that Bowel Disorders occur on a continuum of severity across multiple symptom areas. Mild to moderate GI symptoms appear to emerge at much earlier ages and are more frequent than previously documented. It is recommended that health service providers evaluate individual patterns of “GI health” when young adults present with anxiety and depression, and conversely, they should assess anxiety and depression when they present with GI complaints.

What Do Students Think When Asked About Psychology as a Science?

Research has shown that undergraduate courses in psychology often fail to make students accept the discipline as a science. It may be that explicit instruction is not sufficient to modify students’ conceptualization of psychology as something other than science. The goal of this study was to examine introductory psychology students’ conceptualizations of psychology and science. Five hundred and seventy participants completed a free association task for disciplines that included psychology and other sciences. They also provided ratings for these disciplines on relevant dimensions (e.g., important and scientific) and were asked “Is psychology a science?” Students tended to agree that psychology was a science but rated it to be less scientific than the natural sciences. Moreover, the free association results suggested that psychology was semantically distant from the other sciences. Thus, successful pedagogy will need to focus on conceptual change if students are to accept psychology as a science.

A Comparison of Multimedia and Traditional Paper Assignments in an Introductory Psychology Course

Background: Multimedia creation and curation for assignments have the potential to engage students in deeper learning. Objective: This study explored whether the same homework assignments delivered in paper versus multimedia format resulted in different student experiences. Method: Introductory psychology students submitted either traditional papers or multimedia projects to address the same assignment prompt, a process that was repeated seven times throughout four courses and was either instructor-determined or student-selected. Students were surveyed about the assignment formats, and assignment grades were analyzed. Results: Overall, students found the multimedia assignments more engaging, more enjoyable, more interesting, and more difficult than paper assignments. When assignments were instructor-determined, students reported higher perceived learning for the multimedia assignments. Assignment grades were not significantly different between assignment formats. Conclusion and teaching implications: These results suggest that moving traditional paper assignments into a multimedia format is a no-cost way to improve the student experience.