Psychology Course Research Articles

Psychological Resilience Interventions for Adolescents during the COVID-19 Pandemic.

The COVID-19 pandemic has had severe mental health effects on adolescents. Psychological resilience is the ability to recover quickly from adversity and can help adolescents cope with the stress and dangers brought by the pandemic better. Therefore, the current study aimed to explore the developmental pattern of psychological resilience in adolescents and to find the sensitive period for psychological resilience intervention to promote resilience in adolescents during the pandemic. The study measured the psychological resilience of a total of 559 adolescents using the Connor-Davidson resilience scale (CD-RISC) in four grades: grade 7 and grade 8 in a junior high school, and grade 10 and grade 11 in a high school. It was found that the resilience level of the adolescents decreased in grade 10 and then increased significantly in grade 11 (F = 4.22, p = 0.006). A 4-week resilience intervention was conducted in the four grades using both psychological course training and physical training. The results revealed that the psychological course training was effective in promoting resilience in the 7th (F = 4.79, p = 0.03) and 8th (F = 4.75, p = 0.03) grades, but not in the 10th and 11th grades. The result suggests that the 7th and 8th grades may be a critical period for psychological resilience interventions for adolescents.

Analysis of the Needs Learning Problems During the Covid-19

The COVID-19 pandemic has brought dramatic changes in education, transforming traditional learning into e-learning around the world. The use of e-learning has been used by almost all universities in Indonesia, such as at Jakarta State University, in several faculties and study programs have used e-learning in the learning process. However, it is very unfortunate that the e-learning material used looks unspecific, unfocused, and piles all the teaching material into one teaching material. This makes students easily bored with the teaching materials used and makes students not understand the teaching material presented because the amount of material will be a burden for students. The term blended learning emerged after the development of information technology so that sources can be accessed by offline and online learners. With the development of blended learning, it can facilitate the learning process for students without having to interfere with activities. The obstacles above make researchers think that this New Orientation course in Educational Psychology has the potential toprovide appropriate solutions and interventions. The intervention that can be done is to developBlended Learning with a Case Base Learning approach in learning the New Orientation course in Educational Psychology. The benefits that researchers hope with the development of Blended Learning for the New Orientation course in Educational Psychology can make it easier for students to master the concepts in the New Orientation course in Educational Psychology and can overcome student learning difficulties during the COVID-19 pandemic

Authenticity of engaging Student Addressed education stratagems in Psychology Course from the Teachers’ Perspective in Kuwait

Authenticity of engaging Student Addressed education stratagems in Psychology Course from the Teachers’ Perspective in Kuwait

Do Meditation, Mindfulness, and Self-Compassion Impact Utilitarian Moral Judgment?

ObjectivesMeditation practices, mindfulness, and self-compassion have been found to affect our physical and mental well-being in many ways. However, can they also affect our moral judgment, for example, what we think about right and wrong? This study aims to explore the potential influence of meditation, mindfulness and self-compassion on utilitarian moral judgments.MethodIn Study 1 (n = 316), we measured participants’ frequency of meditation, their level of mindfulness, self-compassion, and their utilitarian moral judgment through two well-known moral dilemmas (switch and bridge) and using a two-dimensional model of moral psychology (the Oxford Utilitarianism Scale with negative, i.e., instrumental harm, and positive, i.e., impartial beneficence dimensions). In Study 2 (n = 41), we conducted a psychological 8-week mindfulness course and measured the same variables as in Study 1 before and after the course.ResultsIn Study 1, we observed that participants who meditated more often exhibited lower levels of instrumental harm. In Study 2, we found that participants had a lower level of impartial beneficence after the 8-week mindfulness course.ConclusionsPractices such as meditation may be related to moral judgment, specifically to lower acceptance of harming others (instrumental harm), but they may also reduce the concern for the welfare of as many people as possible (impartial beneficence). Further research is needed to understand better if and how moral judgments may change when people meditate and develop their mindfulness and self-compassion.PreregistrationThe studies were not pre-registered.

Assessing the Accuracy of Students’ Metacognitive Awareness of Psychology Concepts

The present study explored the accuracy of participants’ (N = 317) metacognitive awareness (self-reported difficulty and confidence) of psychology concepts and the moderating effects of their psychology background (academic major, number of psychology courses completed, and overall psychology course grades). Participants first rated the difficulty of and their confidence in their knowledge of concepts from seven different subareas of psychology. They then completed a multiple-choice assessment testing their knowledge of the concepts they had previously rated. The results showed that both participants’ metacognitive awareness and experience in psychology predicted their accuracy on the assessment. A more extensive background in psychology was associated with a stronger relationship between metacognitive awareness and accuracy. A hierarchical multiple regression analysis revealed that metacognitive awareness contributed unique variance in predicting accuracy after accounting for students' psychology background. A parallel mediation analysis investigated the relationship between psychology background and metacognitive awareness on accuracy. This analysis revealed that confidence mediated the relationship between participants’ psychology background and their performance on the assessment. The results of the present study demonstrate that participants’ metacognitive awareness of psychology concepts increases with increasing psychological knowledge and experience. These findings suggest that psychology instructors should adjust their instructional and assessment strategies according to their students’ experience and knowledge levels and that more experienced psychology students should rely more on their metacognitive judgments to self-regulate their learning.

A Condensed Positive Psychology Course Improves Students’ Subjective Well-Being and Academic Achievement

Background Completing positive psychology-related activities can increase subjective and objective well-being. Objective The present study investigated whether completing a condensed positive psychology course increases students’ subjective well-being and academic achievement relative to those who completed other condensed psychology courses. Method One hundred and eighty-one students completed a condensed 4-week to 5-week asynchronous, fully online, positive psychology, cognitive psychology, or statistics course. All students completed three questionnaires assessing their subjective well-being (life satisfaction, happiness, and stress level) at two time points: precompletion and postcompletion of the course. Participants were also asked to indicate how often they shared the information they learned in the course with their close others, and their course grade was analyzed. Results Students who completed the positive psychology course reported higher levels of life satisfaction, lower levels of stress, and had a higher course grade compared to students completing the other psychology courses. Students who completed positive psychology indicated that they were more likely to share what they had been learning with their close others than those who completed the other courses. Among the positive psychology activities, participants indicated that they were most likely to continue performing random acts of kindness. Conclusion Completing a positive psychology course benefits both the individual and the community at large. Teaching implications The results support the use of a positive psychology course to improve students’ well-being and academic achievement.

College students’ emotional responses to social distancing protocols during the COVID-19 pandemic: A qualitative diary study

ABSTRACT This qualitative diary study explored emotional responses of college students to social distancing (SD) protocols during the COVID-19 pandemic. Twenty college students in an undergraduate senior capstone psychology course at a medium-sized public university in the Eastern USA wrote reflective diaries for several weeks. Their reactions to ongoing SD protocols were analyzed across four cohorts, from the virus onset in spring 2020 through late 2021. Entries related to SD protocols were selected, then coded with etic and emic coding strategies to characterize the aspects of SD and associated emotions. Participants discussed ten aspects of SD in passages that were complex in emotion, most strongly fear, joy, and sadness, and to a lesser extent, anger, disgust, and surprise. Gender differences in emotional reactions were minimal. Results are discussed in relation to student well-being, the socio-emotional toll of SD protocols, and ways to ease negative SD impacts.

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.

Utility value interventions: Why and how instructors should use them in college psychology courses.

Utility value interventions: Why and how instructors should use them in college psychology courses.

Pengembangan E-Modul Mata Kuliah Psikologi Pendidikan untuk Mahasiswa Jurusan Pendidikan Guru PAUD UNM

This community service activity is to develop E-Modules for Educational Psychology courses targeting students of the Early Childhood Education Teacher Education Department, Faculty of Education, Makassar State University as participants. There are 105 PGPAUD FIP UNM batch 2021 students who are divided into three classes as participants in the E-Module practical test activities. The purpose of this service activity is to develop innovative and creative teaching materials using case method and Project Based Learning models. This service is carried out by first making a module using the Canva application, then converting it into an E-Module using the flip book application. The preparation of E-Modules is carried out through several activities, such as compiling lecture materials, conducting Forum Group Discussions (FGDs) with lecturers and kindergarten teachers. After completion, the E-Module is socialized to students so that it can be accessed effectively on the website of the PGPAUD Department FIP UNM. Then an analysis was carried out regarding the practicality test of the E-Module for the educational psychology course for 105 PGPAUD FIP UNM students batch 2021. The results of this service are making students have teaching materials in the form of E-Modules that are innovative, interesting and very accessible.

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)

“Part of me is teaching English”: probing the language-related teaching practices of an English-medium instruction (EMI) teacher

Abstract English-medium Instruction (EMI), that is, the use of the English language to teach academic subjects apart from English, is a growing phenomenon around the world. In view of the facilitative role of language in content learning, scholars have stressed the need to incorporate a language focus into EMI classrooms. One practical question that arises from this discussion is “How?” This study, through a telling case, intends to reveal the classroom practices of an EMI teacher who explicitly addresses different language issues during her content teaching in a psychology course in a Macau university. Drawing on multiple sources of data including field observations and interviews, the authors unearth three forms of the teacher’s language-related teaching practices – (1) teaching language for content comprehension, (2) teaching language for classroom engagement, and (3) teaching language through feedback. Specific teaching techniques are further identified and discussed in relation to various personal and contextual factors surrounding the EMI classroom. Practical insights are offered to individual EMI teachers in embracing a language focus to facilitate content learning in EMI programs across geographical contexts.

Graduate Employability: An Update on Behaviours Prized by Employers

Abstract There is a strong need for MSc occupational psychology courses to produce employable graduates. However, many universities and students want to know what are the skills and behaviours needed by employers? To answer this question, two job analyses were completed in a multinational management consultancy and in a boutique firm specialising in assessment and development centres (Biggs, 2010). This research highlighted eight competencies that could be developed by students making them more employable. Many students have used this competency framework, not only in our successful evening-based MSc in Occupational Psychology at Gloucestershire, but at other universities and on other degrees. As such there was a call by others to ensure that the research completed over a decade ago still had currency today and that the eight consultancy competency framework was still valid. This paper sets out an update to that original research demonstrating that the framework is still relevant today.

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.

Academic Predictors of Performance in the Board Licensure Examination for Psychometricians

In relation to the adherence of Higher Education Institutions (HEIs) offering undergraduate psychology programs to excellent standards of education as translated in the Board Licensure Examination for Psychometricians (BLEP), this study aimed to analyze the predictors of BLEP performance as inputs to curriculum and instruction quality assurance. This study employed a descriptive-quantitative design and collected data using an online survey and data mining. Results from one private-sectarian HEI show that general academic performance – specifically in Theories of Personality, Abnormal Psychology, Industrial Psychology, and Dynamic Psychology courses – were significant predictors of BLEP performance, suggesting that better undergraduate academic performance leads to better BLEP performance. These results highlight the need for enhancing the curriculum and instruction in response to the demands of various regulatory and quality assurance bodies in ensuring that the mandate of HEIs to produce high-quality professionals is achieved through a curriculum-based course audit for review classes and intensified instruction.

The potential power of “studygram”: Concrete visual representations may increase student motivation, engagement, and enjoyment of routine course assignments

AbstractStudents are often unmotivated to engage with their online coursework. Research has shown that concretely visualizing one's goals (e.g., photo‐taking) can improve motivation to learn. This study explored the effect of taking a photo of one's study space (i.e., a studygram photo similar to a post on Instagram) on students' motivation to start, engagement with, and enjoyment of routine assignments. In a within‐subjects design, students took a photo of their study space before starting or after completing the assignment or took no photo. Data were collected from six undergraduate courses across three disciplines (Education, Psychology, and Theatre). Results revealed that students in an online Education course completing routine and formulaic assignments were significantly more motivated to start their coursework when they took a photo compared to when they did not. Results were similar for student engagement and enjoyment. Outcomes were replicated in the course's second iteration but were not found in the Psychology or Theatre courses. Differences between the courses' formatting may have lessened the impact of photo‐taking on students' experiences. Together our results suggest that motivation and engagement with routine coursework may be influenced by an easy‐to‐implement visualization intervention under certain circumstances. Potential implications for teaching are reviewed.

Measuring the impact of a positive psychology course at a Thai university: Addressing student well‐being in challenging times

AbstractEven before the onset of the COVID‐19 pandemic, researchers had raised concerns about the mental health of youth worldwide. One response has been the development of positive psychology interventions (PPIs) designed to enhance well‐being. This study, conducted at a Thai university, investigated the impact of an online positive psychology course containing several PPIs on student well‐being as measured by the EPOCH Measure of Adolescent Well‐Being, the Satisfaction With Life Scale (SWLS), and Subjective Happiness Scale. The scores of the students in the positive psychology course (n = 84) increased in all areas measured, with statistically significant increases in the Perseverance, Optimism, and Happiness subscales of the EPOCH. Meanwhile, the scores of the control group (n = 105) decreased in all but two areas, with statistically significant decreases in the SWLS and Optimism. These findings suggest that teaching PPIs online can positively impact students' well‐being.

Applying the Artistic Psychological Painting Course to Improve the Mental Health of Middle School Students

Purpose: This study aims to verify the significance of the Artistic Psychological Painting program for developing middle school students' psychological well-being through an educational program and a multi-factorial experimental design based on feedback from teachers and students.&#x0D; Methodology: This paper presents the format and content of the Artistic Psychological Painting program to test the program's effectiveness. The subjects were 12-15-year-old middle school students in the first and second grades of Southwest University South China Town Middle School (middle school) in Chongqing, China, and the Artistic Psychological Painting course they took at school.&#x0D; Findings: The study showed that the Artistic Psychological Painting program positively affected middle school students' emotional intelligence and self-identity. Accordingly, based on the initial definition and exploration of the connotation and extension of the Artistic Psychological Painting curriculum, we have communicated with school leaders, subject experts, in-service teachers, and students to propose the implementation of the "Artistic Psychological Painting".&#x0D; Recommendation: The program is designed to complement the psychological education curriculum in Chinese public schools and to provide a vision for school-based and community-based curricula.&#x0D; &#x0D;

Busting Myths to Increase Critical Thinking in Psychology Majors

Background Increasing students’ ability to think critically allows them to engage more fully with psychology material. Objective The current study used a critical thinking assignment called PsychBusters to examine critical thinking and interest in psychology in two sections of introductory psychology designated for first-year psychology majors. Method The experimental section completed two PsychBusters presentations including a poster presentation. The control course section also completed poster presentations but did not do the PsychBusters assignment. For both sections, critical thinking skills and levels of interest in psychology were measured at the start and end of the semester. Results Students in both sections maintained a high interest in psychology across the semester. The section that worked on the PsychBusters misconception assignment had similar critical thinking skills as the control at the start of the semester but had higher scores at the posttest. Conclusion Assignments that direct students to focus on critical thinking may not improve one's interest in psychology. However, class assignments that hone critical thinking skills should be integrated into psychology courses with the aim of improving students’ reasoning. Teaching Implications The development of critical thinking skills in psychology majors should start early in the curriculum.