Academic performance is influenced by sleep; however, the relationship between academic outcomes and subjective sleep measures remains controversial. This study aimed to evaluate the association between sleep parameters and academic performance using objective actigraphy measurements alongside subjective assessments. University students (n = 33) enrolled in a sleep psychology course participated in the study and completed all assessments. Participants completed three subjective questionnaires and 14 consecutive days of actigraphy recordings. They were retrospectively divided into high- and low-performing groups based on the median final exam score. Four objective sleep parameters derived from actigraphy were analyzed: sleep efficiency (SE), sleep onset latency (SOL), wake after sleep onset, and total sleep time (TST). Additionally, the mean absolute deviation (MAD) was introduced to assess night-to-night variability in these parameters. Results showed no significant group differences or correlations between subjective sleep measures and academic performance. In contrast, students with higher exam scores exhibited significantly greater SE, shorter SOL, and lower MADs for SE, SOL, and TST. Final exam scores were significantly associated with SE, SOL, and the MADs of SE, SOL, and TST. These associations were especially pronounced on weekdays, where exam scores correlated with SE, SOL, and the MADs of SE and SOL. Our findings highlight the importance of consistent, high-quality sleep during weekdays for academic success. Furthermore, this study contributes novel insights into the predictive value of night-to-night variability (MAD) in sleep parameters for academic performance. Overall, the results underscore the critical role of stable and efficient weekday sleep in supporting positive academic outcomes.

With the deep integration of artificial intelligence technology into university education management, the psychological problems of college students are showing a trend of diversification and concealment. The limitations of traditional mental health education in resource allocation, accurate identification, and collaborative governance are becoming increasingly prominent. This study is based on literature review and current situation analysis, systematically summarizing the basic pattern of mental health education in universities, pointing out the problems in terms of insufficient professional strength, lack of personalized courses, lack of agile risk warning, and insufficient departmental collaboration. From the perspective of artificial intelligence empowerment, corresponding innovative strategies are proposed, including building an intelligent psychological risk warning system, promoting personalized psychological course supply, developing intelligent auxiliary counseling and emotional support tools, and strengthening cross departmental data sharing and collaboration mechanisms. Research suggests that the human-machine collaboration model supported by artificial intelligence will effectively enhance the timeliness, accuracy, and systematicity of mental health education in universities, providing an important development path for building a sustainable psychological support system for college students.

For several years now, we have been developing a program of education in scientific thinking as part of the psychology degree program at the distance learning institute of the University of Paris 8. After training in critical documentary analysis in the first year, students are introduced to the analysis of socio-scientific controversies in the second year in asynchronous online debates in small groups of four. Student feedback on the course has been very positive. In this article we present cognitive-discursive analysis of the debates and a quantitative analysis of the annotations produced by the students. The results reveal a high level of student investment in this type of activity, with a number of references studied well above the prescribed minimum and rich annotations of the texts, but also difficulties in problematizing the debates. Our program offers both progressive and in-depth training in critical thinking. The fact that we rely on research and documentary analysis in our teaching scenarios also contributes to greater autonomy in learning and the development of solid cross-disciplinary skills that will be reinvested in the third year during the initiation to research, and then in the Master's program.

Does taking a health psychology course increase health self-efficacy and decrease psychological stress?

Abstract Health policy shapes the lives of older adults but is often underrepresented in undergraduate psychology curricula. This study builds on our prior implementation research integrating health policy content into an undergraduate psychology course. Previous research (student reflections, instructor observations, and course assessments) showed significant increases in students’ knowledge, understanding of health policy-making, and critical evaluation skills. Building on these results, we developed a Train the Professor package to help faculty incorporate policy content into similar courses. This package includes a structured curriculum planning framework, consultation with a psychologist experienced in policy work, and ready-to-use instructional materials. We also evaluated the Knowledge and Attitude about Social Policy (KASP) scale, which was developed and revised as part of the curriculum evaluation. Confirmatory factor analyses pre (𝜒2 (8) = 12.0 p = .152; CFI = 0.993; TLI = 0.988; RMSEA = 0.051; SRMR = 0.031) and post (𝜒2 (8) = 12.0 p = .151; CFI = 0.992; TLI = 0.985; RMSEA = 0.057; SRMR = 0.033) indicated that the KASP was a good fit for the data. Findings support integrating policy education into psychology curricula and refining a scale for future research. By equipping educators with these resources, we aim to foster interdisciplinary learning and better prepare students to engage with policy issues related to aging. Our findings contribute to curriculum development discussions in psychology, emphasizing the value of policy integration in enriching student learning and better serving the community.

BackgroundThe education of health professionals plays a crucial role in developing the competence-based learning that is essential for their future practice. Increased student engagement and participation has been shown to significantly enhance academic achievement compared to passive knowledge integration during lectures or tutorials. However, the effectiveness of different learning strategies can vary depending on the individual and the context. This study investigated the impact of note-taking and generating multiple-choice questions (MCQs) on physiotherapy students’ performance in summative examinations, as well as their preferences for using these methods.MethodsA cluster-randomised controlled crossover study was conducted among first-year undergraduate physiotherapy students enrolled in a psychology course at a Polish medical university. The study included 173 students (116 females, 57 males), aged 18–23 years. Following the psychology module, students completed a homework assignment, either a written note or an MCQ, which was subsequently reviewed by instructors. These materials were intended to support students’ preparation for the final psychology examination. The effectiveness of each method as a tool for knowledge consolidation was evaluated using summative exam scores. Additionally, students provided qualitative feedback on their preferred learning method via an open-ended question.ResultsThere was no statistically significant difference at the 5% level in students’ summative exam performance between the two learning methods. Overall, students expressed a preference for note-taking over the MCQ format, citing greater familiarity due to its use during their secondary education. However, students who began the learning process with the MCQ method demonstrated a slightly higher preference for that approach.ConclusionsGiven the diversity of student preferences, the integration of note-taking and MCQ learning methods may optimise the educational experience in psychology training. Further research should investigate their equivalence, taking into account students’ choice of learning method.

In an era of accelerated technological and societal change, the employability of graduates is an urgent concern for tertiary education institutions (Clarke, 2018). Graduates are increasingly expected to demonstrate teamwork, emotional intelligence, and lifelong learning skills alongside disciplinary expertise (Haselberger et al., 2012; Moore & Morton, 2017). However, evidence shows a lack of transferable skills among new graduates (Hurrell, 2016), and many curricula still lack explicit integration of these capabilities. In response to calls for the embedding of transferable skills into undergraduate curricula, the first-year subject Applied Psychology (PSY1APP) was recently developed at La Trobe University to develop work-ready competencies in psychology students. PSY1APP incorporates a range of assessments (including an unconventional reflective e-portfolio) which facilitate personal and professional growth and align with the competency-based learning models recommended in psychology education (Jhangiani & Hardin, 2015; Naufel et al., 2019). The subject also enhances engagement and authenticity through a variety of innovative digital learning tools – such as video interviews with psychology alumni embedded into the Learning Management System and the e-portfolio assessment – which further demystify career pathways and model diverse applications of psychology skills and knowledge. A qualitative study was conducted to explore students' engagement with PSY1APP and obtain feedback as part of a co-design process (Cooper & Krishnan, 2020). It comprised four focus groups with a total of 14 participants (10 women and 4 men, aged between 18 and 52 years, Mage = 31.6, SDage = 12.1) who had recently completed PSY1APP at La Trobe University. Focus groups had an average duration of 64 minutes and were conducted 3-5 weeks after the end of semester. Reflexive thematic analysis (Braun & Clarke, 2023) resulted in three broad themes, each comprising between two and three subthemes. 1) Personal Development: students described transformative impacts on their self-knowledge, relationships, and perspective. The subject promoted metacognitive thinking and empowered students to apply psychological principles to their own lives, relationships, and wellbeing. 2) Expanding Horizons: the subject offered insight into the ‘real world’ of work in psychology, exposing students to diverse applications and helping them reimagine possible futures, moving beyond traditional pathways such as clinical psychology. 3) Tension Between Breadth and Depth: while some students appreciated the wide scope of topics, others expressed a desire for deeper engagement with specific content, highlighting the ongoing challenge of designing adaptable learning environments that are both inclusive and personalised. These insights have prompted improvements to the PSY1APP curriculum and have positioned PSY1APP as a key subject in the current employability-focused re-design of the undergraduate psychology course at La Trobe. The results of this study show that through authentic and digitally enhanced curriculum design, the building of employability skills need not be restricted to placements and final-year subjects. Instead, digital tools such as reflective e-portfolios and multimedia case studies can support students to become resilient, future-focused learners. PSY1APP offers actionable insights for educators across disciplines wishing to embed applied skill development and innovative digital assessment types into undergraduate curricula for deep learning, transformative change and student wellbeing.

BackgroundCancer patients experience significant psychological distress that requires healthcare providers with well-developed caring abilities. Medical education traditionally underemphasizes humanistic competencies, particularly in oncology contexts. This study aimed to evaluate the impact of a specialized oncology psychology course on the caring ability of postgraduate medical students specializing in clinical medicine.MethodsA quasi-experimental pre-post design was used with a sample of 32 postgraduate medical students who completed both pre- and post-course assessments. The study was conducted at South China University of Technology in Guangzhou, from September 2024 to January 2025. The oncology psychology course incorporating theoretical foundations, psychological assessment, intervention strategies, and clinical applications through multimodal pedagogy including lectures, case discussions, standardized patient simulations, and clinical observations. The Caring Ability Inventory (CAI) was used to measure caring ability across three dimensions (Knowing, Courage, and Patience) before and after the course. Paired t-tests and independent samples t-tests were employed to analyze data using SPSS version 23.0.ResultsA total of 32 students completed both assessments. The total CAI score increased significantly from pre-course to post-course (188.53 ± 20.74 vs. 197.53 ± 22.75, P < 0.001). Significant improvements were observed in all three dimensions: Knowing (71.72 ± 8.95 vs. 75.97 ± 10.15, P < 0.001), Courage (57.69 ± 10.50 vs. 60.31 ± 10.71, P < 0.001), and Patience (59.13 ± 5.34 vs. 61.30 ± 5.47, P < 0.001). Female students demonstrated consistently higher Patience dimension scores than males both before and after the course (P < 0.05). Student leaders showed superior total CAI and Courage dimension scores compared to non-leaders at both time points (P < 0.05).ConclusionsThe oncology psychology course was associated with significant improvements in caring ability among postgraduate medical students across all dimensions. The findings support the integration of specialized psycho-oncology curricula in medical education and highlight the importance of considering demographic factors in educational design. This evidence-based approach to developing caring competencies addresses critical gaps in preparing future oncologists for patient-centered care.

Background Experiential learning activities have demonstrated superior learning outcomes for students in addiction psychology courses. In this project, we asked students to select a behavior they would like to change and to actively work to reduce it throughout the semester. Students were asked to submit an assignment detailing their experiences with the behavior change process. Purpose We aimed to examine if this experiential learning activity would provide students with an opportunity to recognize course concepts reflected in their lives and behaviors. Method Twenty-two students agreed to have their assignments analyzed and to complete a post-experience survey. Survey responses were examined using descriptive analyses, and student assignments underwent thematic analysis. Findings Descriptive analyses of survey responses from students appeared favorable toward the assignment. Thematic analysis of the assignments revealed three major themes: recognizing course concepts, managing and contending , barriers and conflicts . Implications Findings from the current project highlight the value of experiential learning in situations where student understanding is best achieved through active, personal engagement with the topic, rather than through lecture-based instructional methods.

Introduction: Medical Psychology is an essential component of contemporary medical education. Objective: To document, through an experience report, the pedagogical practice of the Medical Psychology discipline in the Medical School at the Federal University of Pelotas (1968–2023), using an integrative literature review and the teaching plans of the Medical Psychology courses at UFPel. Method: Qualitative research, primarily based on an experience report. However, to complement and substantiate the institutional evidence from UFPel, an integrative review was conducted. Twelve articles were selected from the VHL database (following PRISMA criteria), along with books, national guidelines, and institutional documents. Results: A unique pedagogical model was identified, structured into four sequential courses, integrating psychoanalytic foundations, communicative competencies, and a longitudinal biopsychosocial approach. Conclusions: This experience demonstrates the feasibility of a sustained curriculum in medical humanities, whose structure may serve as a reference for comparable institutions.

XR in Cultural Tourism: A Study from a Design Psychology Course Deployment

"The China Theme" is an indispensable key. Through it, the postwar development of Japanese letters could be comprehended. Shifts within the "China Theme" are the most significant view. Here, the psychological course of Chinese identity crises of Japan is pursued. This covers over four decades, spanning the postwar years until the close of the 20th century. World War II was shared trauma. It brought gigantic holes culturally and existentially. These compel Japan to consider how it stood towards culture and history, particularly where China was involved. Prior to the war, China appeared haughtily in prewar Japanese letters. This was according to the lines of imperialism. However, subsequent to the war, much of this shifted. According to the writer, the most significant evidence of this shift are the historical epics by Yasushi Inoue on the China theme. These reveal the shift. Initially, attention centered on the "China Theme". Afterwards, concern was geared towards Japan's own future. Based on Inoue's works, the initial influx of works comprised the mission. Cultural longing and salvation were the desires. The defeat of Japan brought along the war crimes and agony. This brought forth increased contemplation on the nation's body and soul. Afterwards, the rapid growth of Japan saw the emergence of the void culturally. Society became centered on the current time. Turbulence and existence became matters of contemplation. Viewing this through the lens of the wider postwar letters tendencies, this reveals shifts within the "China Theme". Initially, it revealed the outlook that transcended the imperialism mentality. Afterwards, it became the reflective gaze upon Japan's internal conflicts. It included constructing the new cultural identity within the uncertain time.

Introduction: The evolution of higher education demands strategies that foster active student engagement and enable continuous feedback. The Exit Ticket (ET) is an effective formative assessment tool typically used at the end of a lesson to gauge both conceptual understanding and methodological satisfaction, thereby allowing instructors to adjust content and teaching strategies accordingly. However, the use and evaluation of ETs in Health Sciences education have received limited attention. This pilot study examines the participation of Health Sciences students in a digital ET supplemented with additional explanations, and assesses their perception of the tool. Methodology: An anonymous digital ET was implemented during five voluntary theoretical sessions of the Psychology and Communication course in the Dentistry Degree programme at the University of Valencia (academic year 2024–2025; n = 75). Students were asked to indicate one concept they had learned and one they had not understood. The least understood concept of each session was subsequently addressed through an online audio explanation provided before the following lesson. Afterwards, 54 students completed a 4-point Likert-scale questionnaire to evaluate the strategy. Results: An average of 30.6 students attended the lessons, of whom 78.2% completed the ET. Among the students who responded to the evaluation survey, 89.1% had attended the sessions, and they rated the usefulness of the ET positively (median = 3 across all agreement items). Students reported that the tool facilitated learning reflection and enhanced communication with the instructor, thereby improving pedagogical practice. Additionally, 18.9% of surveyed students listened to the supplementary audio recordings during the first weeks, and all of them considered these explanations useful. Conclusion: The pilot implementation of the digital ET suggests its potential in Health Sciences education to promote metacognitive reflection and support fluid, formative communication between students and instructors. This strategy appears to enable the rapid adaptation of teaching to student needs. Future research should explore its scalability, applicability to other subjects, and direct impact on learning outcomes.

Cyberbullying represents a significant concern in digital communication, adversely affecting the emotional and social well-being of individuals. While extensively studied in adolescent populations, research focusing on university students remains limited. This quantitative exploratory study aims to characterise cyberbullying among Portuguese university students and investigate its associations with internet use, perceived peer support, age, and gender. A sample of 62 students, predominantly female (87.1%) with a mean age of 20.35 years (SD = 3.09) from Psychology and Social Sciences courses, completed the Cyberbullying Questionnaire for Aggressors (CBQ-A) and Victims (CBQ-V), and the Social Support Perception Scale. The results revealed low overall levels of involvement in cyberbullying, with mean scores of 0.0844 (SD = 0.1025) for aggressive behaviours and 0.1217 (SD = 0.1526) for victimisation. Statistical analysis using Spearman correlations identified very strong and significant positive associations between the time spent on the internet and both engagement in aggressive behaviours (rs = 0.823, p &lt; .001) and experiences of victimisation (rs = 0.753, p &lt; .001). Contrary to expectations, no significant correlations were found between cyberbullying and perceived peer support or age. A Mann-Whitney U test revealed a significant gender difference in aggressive behaviours, with female students reporting higher levels than males (p = .001); no such gender difference was found for victimisation. These findings underscore that the frequency of internet use is a critical risk factor for cyberbullying involvement in higher education, even when the overall prevalence is low. The study highlights the necessity of implementing preventive interventions at the university level that focus on promoting digital literacy, responsible online behaviour, and critical engagement with digital platforms, while also calling for further investigation into the unexpected gender dynamics in cyberbullying perpetration.

Nowadays, interpersonal communication skills are indispensable for college students. By offering psychological education courses in colleges and universities, more college students can acquire smoother and better social communication skills and experiences, This paper employs focus group discussions to investigate students’ real experiences and perceptions after completing a mental health education course, aiming to enhance their interpersonal communication skills. Through this research, the study further reflects on how course learning contributes to the development of students’ psychological competencies and offers deeper insights into the course’s potential improvement and optimization.

Exploring factors that may contribute to student success in online psychology courses.

Aligned with Outcome-Based Education (OBE) reforms in teacher-education institutions, this study implemented an online–offline blended model in a General Psychology course and empirically examined student satisfaction. Two intact classes of 2024-cohort normal teachers served as an experimental group (blended instruction) and a control group (conventional in-person lectures). Post-instruction comparisons were conducted on course satisfaction, self-reported learning outcomes, and the final theoretical exam. Results indicated high overall satisfaction; relative to the control group, blended instruction yielded significantly higher learning-outcome ratings and exam scores. These findings support blended delivery as a viable approach to advancing OBE-aligned competencies in teacher education.

Traditional assessments in undergraduate psychology often prioritise technical accuracy over creativity. In response to growing calls for more inclusive, flexible, and student-centered pedagogy, this article presents two case studies on the use of the ‘unessay’ in mid-level undergraduate psychology courses. The unessay allows students to demonstrate understanding through any format – so long as it is not an essay–such as art, podcasts, or videos. The assignment was required. Some students voluntarily completed pre- and/or post-surveys with open-ended feedback. Sentiment analysis, descriptive statistics, and thematic coding were used. Findings suggest high levels of engagement, relevance, and pride, especially among nontraditional students. The format fostered community and reflection but raised challenges around standardising assessment. Despite growing use in other disciplines, the unessay remains rare in psychology education. These findings highlight its potential to support core competencies in psychology, including creative thinking, communication, and student agency.

Background What are the most important concepts in psychology? Introductory psychology courses aim to cover the field's main topics, but there is no universally agreed-upon list of key terms for educators. Instructors frequently rely on textbooks, but these texts vary in the key terms they emphasize. Another possible source of key terms is the keywords of published research literature. While textbook authors aim to keep their books current, it remains an open question whether textbook key terms accurately reflect key terms from current published research. Objective This study aims to compare keywords from peer-reviewed publications with those in widely used introductory psychology textbooks. Method We collected keywords from articles in the top 10 psychology journals over 5 years and compared the most frequently used terms to key terms from five widely adopted introductory psychology textbooks. Results Less than 1% of journal keywords appeared in six or more journals, which highlights the diversity of psychological research topics. When we compared the top 10 journals and five textbooks, only 33 key terms, or 3% of key terms, overlapped. Teaching Implications This study offers instructors a list of common keywords in current psychological research to enhance course relevance. Conclusion A significant gap exists between the keywords used in academic research and the key terms in introductory psychology textbooks.

ABSTRACT Minority group psychological therapists experience high indices of microaggressions and discrimination from service users, a lack of protection and inadequate clinical supervision, which negatively impacts therapist wellbeing. There is a lack of research detailing the experiences of LGBTQ+ therapists, and the subsequent impact on personal and professional wellbeing. This research therefore explored the lived experiences of LGBTQ+ psychological therapists, working within professional settings with service users and their professional support systems. Nine participants took part in qualitative interviews or questionnaires. Content analysis was used to analyse the data and five concepts were constructed. A contextual concept of intersectionality and difference was created, alongside four others: societal assumptions, hiding my identity, lonely and ill-equipped, and bringing my whole self therapeutic relationship. Intersectionality and difference framed the experiences of the participants, highlighting the diversity within the LGBTQ+ community, and the neccessary sensitivity for understanding the ‘whole’ person. The authors recommend that LGBTQ+ affirmative teaching is embedded in psychological professions training courses to improve cultural awareness, minimise discrimination and create a supportive and safe environment. In addition, LGBTQ+ affirmative clinical supervision is key to providing a reflective space for exploring the interface between personal and professional identities and the impact on clinical practice.