Undergraduate Psychology Students Research Articles

Qualitative accounts from deliberate practice training for empathic communication among psychotherapy trainees

AbstractBackgroundEmpathic communication is a key therapeutic skill in psychotherapy. However, questions regarding the most effective and suitable teaching methods to support development in this area remain. Preliminary evidence has supported deliberate practice (DP) as an emerging approach for enhancing therapeutic skills, such as empathic communication; however, little is understood about its acceptability from a trainee perspective.AimsEleven fourth‐year psychology undergraduate students were interviewed about their experience of receiving online group‐based DP training for empathic communication.Materials & MethodsReflexive thematic analysis was used to analyse interview transcripts.ResultsParticipants described observing improvements in their use of empathic communication, including attitudinal and behavioural changes and shifts in self‐awareness. Participants also described valuing self‐observation and the personalised, iterative nature of the DP model in supporting their learning. Nevertheless, DP was also experienced as challenging by some trainees, who reflected that it provoked initial feelings of uncertainty and anxiety.DiscussionThis study highlights that undergraduate students may benefit from group DP training that fosters psychological safety and seeks to mitigate potential challenges, can be customised to their individual skill level and is incorporated alongside other learning approaches.ConclusionFuture research is encouraged to build on these findings by examining the impact of DP on objective measures of empathic communication.

Replication Study to Evaluate the Effects of Awe on Humility

This paper replicates Stellar and Colleagues’ 2018 study involving an experimental manipulation of awe using standardized video induction, as well as proposing and testing out an additional hypothesis. The previous study hypothesized that watching an awe-inducing video would lead participants to write fewer strengths before writing their weaknesses. In addition to the replication, we hypothesized that participants with higher scores of depressive symptomatology (DS) would list fewer strengths due to diminished self-concept and self-efficacy. Ninety-four undergraduate psychology students were recruited from McGill University ranging from 18 to 35 years of age. Participants were randomly assigned to either the awe-inducing or neutral video condition, and then filled out measures of humility, emotional reactions, and DS. In contradiction with the original study, participants in the awe condition and the neutral condition did not significantly differ in their ratio of disclosed strengths to weaknesses, therefore no significant correlations were found between awe and humility or humility and depression. Additionally, results indicated that participants with greater DS did not list fewer strengths compared to those scoring lower on the CES-D. We were unable to directly replicate the original study and thus rejected our alternate hypothesis. This study had various potential limitations, among which are the possibilities of self-report bias, issues regarding convenience sampling, and bias due to time constraints. The current study advances the literature by including depression relating to awe and humility. Further research is needed, to differentiate lab-induced awe from natural experiences of awe and identify possible moderating factors on humility.

Getting Students Interested in Psychological Measurement by Experiencing the Barnum Effect

Background: Fake psychological tests tend to be viewed as completely believable (Barnum effect), meaning psychometric properties cannot be judged subjectively. Experiencing this effect first-hand could help get students interested in the science of psychological assessment. Objective: In a blended learning perspective, we created materials to elicit a Barnum effect with a brief online fake test and tested the benefits of this procedure for student engagement. Method: Five cohorts of undergraduate psychology students (total N = 2,269) completed the fake test online prior to their first psychometrics course. We collected single-item ratings of perceived effectiveness for the test, willingness to use it, and course engagement (interest and enthusiasm for the course). We also retrieved grades. Results: Eighty-five percent of students rated the effectiveness of the fake test above the neutral point; 77% were willing to use it as future psychologists. Experiencing the effect was related to significantly increased interest and enthusiasm, and higher grades. Conclusion: Having students experience the Barnum effect for themselves is a useful and effortless approach to get them interested in psychometrics. Teaching Implications: Teachers of introductory courses related to psychological measurement should consider having all students experience the Barnum effect. All materials are provided.

Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback

ABSTRACT Students who ignore feedback are poorly positioned to reap its intended benefits. In this study we examined three reflective assignments written by undergraduate Psychology students about their experiences of receiving feedback. We also recorded what proportion of their instructors' feedback each student had accessed during the first two years of their degree, plus their average grades. Using linguistic text analysis software we searched for linguistic features of students’ reflective writing that were statistically associated with their tendency to ignore instructors’ feedback. We found no meaningful associations between feedback-accessing and students’ language use. Exploratory analyses, however, indicated that a greater tendency to ignore feedback was associated with lower grades, and that students with lower grades tended to focus relatively more on the past or present in their reflections than on the future. We discuss the possible merits of using language as an indirect measure in studies of feedback literacy.

Building a More Robust Introduction to Measurement in Research Method Courses

AbstractMeasurement is integral to science. Given that it takes many years to become knowledgeable in measurement, it is valuable to consider current practices in teaching measurement to undergraduate psychology students. It is argued here that psychology research method courses could benefit from significant additions and clarifications in the topic of measurement. Three topics to consider are: discussions of different measurement viewpoints, the conditions for continuous quantities, and measurement challenges in psychology. These topics can be integrated into our courses and would translate to a more nuanced understanding of measurement and a greater ability to critically think about measurement in psychology. Suggested strategies for teaching about these topics are also discussed.

Statistics anxiety or statistics fear? A reinforcement sensitivity theory perspective on psychology students’ statistics anxiety, attitudes, and self-efficacy

AbstractThis research investigates the role of reinforcement sensitivity theory (RST) in statistics education among two distinct samples of undergraduate psychology students. In Study 1, 318 students in a third-year statistics course completed self-report measures of RST, anxiety, attitudes, and self-efficacy concerning the study of statistics. In Study 2, 577 students from first-, second-, and third-year statistics courses participated. Controlling for age and gender, both studies found students who were high in goal-drive persistence reported lower statistics anxiety, higher statistics self-efficacy and more favourable attitudes toward learning statistics, while students who were high in the tendency to avoid threat reported higher statistics anxiety. Those with a more sensitive behavioural inhibition system reported greater statistics anxiety and less favourable attitudes, in Study 2 but not Study 1. Results indicate that RST dimensions account for as much as 23% of additional variance in statistics anxiety, 18% in statistics self-efficacy, and 11% in attitudes, after controlling for age and gender. These studies highlight the utility of RST dimensions, notably goal-drive persistence, threat sensitivity, and behavioural inhibition, in providing critical information as to personality differences among students that need to be considered when developing programs targeting statistics anxiety, attitudes, and self-efficacy.

Graduate Admissions in Psychology Before and After the Pandemic: GRExit Comes to Psychology

Background Admission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study. Objective We aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys distributed in 2014 and 2022. Method A Qualtrics script asked respondents to rate the importance of 16 factors in admission to graduate school in psychology by reporting a percentage value for each factor, adding up to 100% across all factors. Results The importance of factors that had figured prominently in the initial sample (e.g., research experience, undergraduate GPA, recommendation letters, and personal statement) increased or remained stable in the recent sample, but all versions of the Graduate Record Exam decreased in importance. Conclusions Students who aspire to graduate study in psychology should engage in research and disseminate the results in papers and presentations. Teaching Implications Professors involved in training undergraduate psychology students need to provide opportunities for their students to engage in research, and to find outlets for the students to disseminate their findings such as undergraduate journals and regional conferences.

‘… They're talking to you as if they're kind of dumbing it down’: A thematic analysis of Black students' perceived reasons for the university awarding gap

AbstractIt is widely acknowledged that there is an awarding gap in higher education, with proportionally more White students achieving a good honours degree compared to their minoritized ethnic counterparts. Furthermore, the gap is largest between Black and White students, hence necessitating initiatives to understand the perspectives of Black students on perceived reasons for the awarding gap. Thus, the present study aimed to explore the perspectives of Black undergraduate Psychology students through the use of qualitative methodology. Sixteen participants took part in two focus groups, which were transcribed verbatim, and thematic analysis was employed to analyse the data. Self‐determination theory provided a framework for contextualising the findings. Three main themes emerged, with participants describing being exposed to signals of unbelonging such as negative racial stereotypes and microaggressions. Within this theme, they discussed their responses to these signals of unbelonging, such as conforming to perceived White norms in an effort to belong and feel ‘normal’. Participants also highlighted the role played by parental influence and relationships on their academic experience. They also discussed experiences with university tutors that were deemed unfavourable. Together, the racialised experiences identified threatened the fulfilment of their needs for competence, autonomy and relatedness. It is thus imperative that higher education institutions actively engage their Black and minoritized ethnic students in order to understand their experiences and foster a sense of belonging at university. Furthermore, the findings regarding parental influence provide an opportunity for structural redress through widening participation efforts and adequate pastoral support.

Deepening class insight through participatory lesson study: An experience with students specializing in school psychology

AbstractClass phenomena have primary significance for the diagnosis and intervention at both an individual and a whole‐class level for school psychologists. Trying to bring undergraduate psychology students closer to class and teaching, a learning experience based on an adaptation of Lesson Study, a professional development method for teachers, was designed and evaluated with a group of undergraduate psychology students attending two preparatory and consecutive courses for professional performance in educational environments. Students made participants observations of classes they attended, participated in collaborative reflection with their teachers, and issued a report. Meetings were transcribed, conforming, altogether with their written reports 12 texts, analyzed using thematic analysis. Four primary themes were generated concerning benefits, difficulties, perceived learning facilitators and this experience's contribution to professionalization. The results stress a favorable self‐perceived effect in students' comprehension of the class and the teaching, backed up by an internship experience. Additionally, content expressing empathy toward teachers and an increased perceived self‐knowledge as students was reported. Having a previous experience with the method within the first course and a part time internship in the second course, along with the profile of the second course and its emphasis on procedural content, seemed to foster these outcomes.

Qualitative Research Methods in the Living Lab: Reflecting upon a Learning and Teaching Approach for Promoting Psychological Literacy

This report describes and reflects upon an approach to embedding psychological literacy within the core Research Methods curriculum in a small university in the United Kingdom. Psychology students were involved in the ‘Living Lab: Feeding the Campus’ project, an interdisciplinary network of students and staff aiming to find solutions for local issues of direct relevance to students’ lives. The Living Lab focused on understanding and improving the campus food system in the context of ecological justice. Undergraduate psychology students participated through the Qualitative Research Methods, a compulsory second-year module. Psychology students conducted interview studies related to food topics such as poverty, identities and culture, community gardens, waste, sustainable lifestyles, and activism. Students collected data on campus to examine food-related experiences within the university community. Findings are being used to inform changes in the university. In this report, we describe the first iteration of involving psychology students in the Living Lab. Our approach involved an authentic assessment, participation in events and fieldtrips and interdisciplinary collaboration. We combine insights from student feedback with staff reflections on its implementation and impact. Finally, we discuss the potential of using research methods modules as a way to facilitate psychological literacy.

Eksperimentalna indukcija stanja netolerancije na neizvesnost - preliminarni rezultati

This study is aimed at pilot testing the experimental procedure for inducing state levels of intolerance of uncertainty (IU) using a sample of 62 undergraduate psychology students (M = 23.13, SD = 2.88, female 90.3%). Although similar procedures were used in other cultural contexts, this is the first time this phenomenon has been tested in Serbia. We used a two-step state IU induction procedure. The first step included describing and analysing one upcoming idiosyncratic life event with a potentially poor outcome. The second step required reading a list of irrational beliefs about uncertainty. In addition, we used an adapted Serbian IUS-11 scale, the Anxiety subscale from the DASS-21, and a single-item measure to collect information about state IU, state anxiety, and state worry, respectively. The ANCOVA results revealed that experimental and control groups did not differ in state IU after the induction. However, there seemed to be an increase in state IU in the experimental group, but not in the control group, when the pretest and posttest scores were compared in each group separately. Additionally, a significant main effect of the measurement time point on state worry and anxiety was found. In contrast, the main effects of condition and measurement time point by condition interaction were non-significant. Although the results are not straightforward (possibly due to a small sample size), the modified procedure seems to potentially serve as a tool for inducing state IU. In the concluding part, we discuss the obtained findings, the procedure's feasibility, as well as the possible modifications that could produce more precise effects.

INVITED EDITORIAL: Using Psi Chi eBooks and Eye on Psi Chi Articles as Readings When Teaching Career Exploration and Professional Development in Psychology Courses

INVITED EDITORIAL: Using Psi Chi eBooks and Eye on Psi Chi Articles as Readings When Teaching Career Exploration and Professional Development in Psychology Courses

Factors Affecting Student Engagement in Psychology Undergraduates Studying Online Statistics Courses in Indonesia

This study aimed to assess the influence of students’ intrapersonal factors, namely Academic Intrinsic Motivation (AIM), Perceived Creativity Fostering Teacher Behavior (P-CFTB), Academic Self-Efficacy (ASE), and Self-Regulated Learning (SRL) on student engagement in undergraduate psychology students taking online Statistics courses. A cross-sectional and quantitative design was used from October to December 2022. The data collection procedure used a convenience sampling technique, with questionnaires distributed online (via social media) and offline (via lecturers, the Student Executive Board, and the Association of the Faculty of Psychology from various universities in Indonesia). The research participants were psychology undergraduates who had studied and passed the Statistics courses online, with 671 filling out the questionnaire. The results showed that all students’ intrapersonal factors, namely AIM, P-CFTB, ASE, and SRL, can determine student engagement by 66.9%, with ASE having the highest influence (23.99%) and P-CFTB having the lowest impact (9.78%). Moreover, the correlation value between SRL and SE was r = 0.700, p < 0.001, signifying a robust positive relationship between both variables.

P158: Efficacy of a self-help cognitive-behavioral therapy (GSH-CBT) guided by lay providers for generalized anxiety disorder (GAD) in older adults: preliminary results

Background:Only a small proportion of older adults with generalized anxiety disorder (GAD) seek professional help. One reason is the lack of access to mental health professionals licensed to provide psychotherapy. One way to improve access to psychotherapy is through guided self- help (GSH). GSH based on the principles of cognitive-behavior therapy (GSH-CBT) can be guided by trained lay providers (LPs). The purpose of this poster is to report preliminary results from a multisite randomized controlled trial testing the efficacy of a GSH-CBT guided by LPs for GAD in older adults.Methods:The sample included 150 participants (≥ 60 years old) with a diagnosis of threshold or subthreshold GAD randomly assigned to: 1) GSH-CBT guided by LPs (n = 75) or 2) waiting list (n = 75). The GSH-CBT lasted 15 weeks. Participants used a manual presenting weekly reading and at-home exercises. They also received weekly support calls (30 minutes maximum) by LPs (undergraduate psychology students) supervised by psychologists. Repeated-measures regression models were used to compare changes in the groups before and after 15 weeks on three outcomes: severity of GAD symptoms (Generalized Anxiety Disorder 7-item; GAD-7), tendency to worry (Penn State Worry Questionnaire; PSWQ), and level of anxiety (Geriatric Anxiety Inventory; GAI).Results:At the first assessment, both groups were similar in terms of age, sex, level of education, marital status, occupation, and did not differ significantly on outcomes. The GSH- CBT group decreased significantly on all three outcomes (GAD-7: -4.8, 95% CI [-5.7, -3.8], PSWQ: -11.7; 95% CI [-13.6, -9.9], GAI: -5.3 95% CI [-6.5, -4.1]) while the waiting list group remained stable over 15 weeks (GAD-7: -0.3, 95% CI [-1.2, 0.6], PSWQ: 0.7; 95% CI [-1.2, 2.5], GAI: -0.7 95% CI [-1.9, -0.5]).Conclusions:GSH-CBT guided by LPs appears to be an effective intervention for reducing severity of GAD symptoms, tendency to worry, and level of anxiety in older people with GAD. Further analyses will be conducted to test whether the intervention differs in efficacy between participants with a threshold vs. subthreshold GAD. The maintenance of long-term gains (6 and 12 months after the intervention) will also be tested.

Enhancing learning with a two-page study manual

BackgroundWhen university students guide their own learning, how much they learn depends on how well they can manage their learning efforts. An important component of self-regulated learning is knowledge about effective learning techniques and how to use them. AimsThis study investigates if a two-page study manual describing how to use effective learning techniques can enhance learning outcomes. SampleEighty-seven undergraduate psychology students at Stockholm University. MethodsParticipants were randomized to receive the study manual (manual group) or not (control group) at the beginning of a semester. Grades from three of the semester's courses and responses to post-exam questionnaires were used to evaluate the effect of the manual. ResultsThe manual group had a higher probability of passing the exams (10-20%-points) and getting high grades (16-24%-points) on the three consecutive courses. Bayesian mixed-effects logistic regressions estimated that an average student in the manual group, taking an average course, had a median increase of 12%-points (95% CI [1%, 38%]) in the probability of passing the exam and 24%-points (95 % CI [1%, 55%]) to get a high grade, compared to the control group. Questionnaire responses indicate that the manual increased students' use of effective learning techniques. ConclusionsThe study shows that self-regulated learning and learning outcomes can be improved with a short and cost-effective study manual describing how to use effective learning techniques.

A Community Mental Health and Well-Being University Level Course: Design and Implementation

Background: Community mental health is growing discipline in psychology that recognizes the importance of creating a community that fosters wellness. Although universities provide many individuals a sense of community, little research has examined how community mental health interventions can be implemented into a classroom setting. Purpose: This paper provides a proof of concept of a university course that was created to give students the opportunity to interact with their campus community while receiving course credit over two semesters. Approach: In the first semester, the course provided students with content and theory as it relates to community mental health, well-being, and health promotion. The second semester implemented experiential learning, where students applied knowledge and skills to a placement related to mental health and well-being within their university. Conclusions: This university course can provide benefits to the university (e.g., cost-efficiency), the students (e.g., networking), and the community (e.g., accessible mental health services). This research presents a course framework that other post-secondary institutions can build upon and implement into their own programs. Implications: Future research should focus on implementing experiential learning courses that provide opportunities in the mental health field for undergraduate psychology students to facilitate post-graduate student success.

The effects of gender and training on peer feedback characteristics

Previous research has demonstrated the benefits of peer feedback for improving student work. Gender, as an individual characteristic, is now receiving increased attention due to its influence on the peer feedback process. This study examined the effects of gender and peer assessment training on the amount and content of peer feedback provided by assessors for poor, average and excellent writing samples, using a randomised controlled design. A total of 240 undergraduate psychology students participated in the study. Half of the participants received peer assessment training, while the other half received task instructions only. Participants were assigned to eight subgroups, providing peer feedback to writing samples attributed to fictitious male or female assessee. Analysis of 3017 feedback segments revealed that women provided a greater amount of peer feedback compared to men. Women also offered more positive verifications and suggestive elaborations for average and poor writing samples. Male assessees received more suggestive elaborations, while trained assessors provided more positive verifications. These findings suggest the need for a multifaceted training programme to bridge the gap between gender-based differences in peer feedback characteristics.

An Exploration of the Awareness and Attitudes of Psychology Students Regarding Their Psychological Literacy for Working in the Cybersecurity Industry

We propose that psychology graduates are uniquely placed to work in the cybersecurity industry due to their understanding of human behavior and the possession of skills needed to address cybersecurity issues. However, there are challenges in attracting psychology graduates to the cybersecurity industry as they may not be fully aware of how skills developed in a psychology degree can be applied to a cybersecurity career. This small-scale evaluation explored psychology students' understanding of what working in cybersecurity entailed and what psychology skills and knowledge (their psychological literacies) they thought were needed for working in psychology and cybersecurity roles. Undergraduate psychology students ( N = 66) answered two open-ended questions about skills needed to work in cybersecurity and then judged the importance of nine psychological literacy items for working in cybersecurity and psychology. A content analysis revealed that students recognized not just the technical aspects of cybersecurity work but also aspects relating to human behavior. Seven of the nine psychological literacy items were perceived as significantly more important for working in psychology than cybersecurity. This study is the first to link psychological literacy to working in cybersecurity. The implications of the results are discussed in terms of supporting students to recognize their psychological literacies for cybersecurity careers and suggestions are made for awareness-raising initiatives.

Mental health among undergraduate psychology students from a private university in Southern Brazil

The literature indicates that there are stressful events that accompany the initial and final courses of undergraduate studies, which can result in symptoms of stress, mental exhaustion, anxiety, depression, and the prevalence of common mental disorders. In view of this, the present study is a qualitative and descriptive research aimed at assessing the mental health of students in the initial course and the final course of the Psychology undergraduate program at a private university in the southern region of the country. A total of 68 students were interviewed, with 50 in the first semester and 18 in the final semester of the program. Data collection involved a sociodemographic questionnaire, the Subjective Well-being Scale, and the Clinical Outcome Routine Evaluation - Outcome Measure. The results indicate high levels of anxiety and insecurity among psychology students, as well as low levels of interest, joy, attention, engagemen, enthusiasm, disposition, productivity, and well-being.

Developing college student intercultural competence in a childhood diversity course: A pilot study

The primary aim of this study was to investigate pedagogical mechanisms that promote student understanding of diversity and intersectionality in national and global childhood experiences in order to foster openness, acceptance of diversity, and civic engagement. In this mixed-methods study, participants included 127 undergraduate students in a child development diversity (CDD) course and a control group of 63 undergraduate students in a research methods psychology (RMP) course. Students in both groups self-rated their knowledge of 18 diversity topics, their Openness to diversity, Acceptance of cultural differences, Awareness of racism and sexism, and Plans to advocate for others (OAAP variables). Quantitative results showed significant increases in CDD course groups’ knowledge of all topics from beginning to semester-end and greater knowledge compared with the RMP course control group. For CDD course students, diversity knowledge was positively and more strongly correlated with their OAAP scores. Qualitative written responses from CDD course students illustrate their perceptions of the importance of intercultural awareness and knowledge of childhood intersectionality and diversity, the effectiveness of specific content delivery methods, and how they relate to their advocacy and volunteer plans