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Holliman, Andrew J.; Hulme, Julie; Wilson-Smith, Kevin – Psychology Teaching Review, 2019
The Division of Academics, Researchers and Teachers in Psychology (DARTP) hosted a symposium at the British Psychological Society's Annual Conference 2018, at which the concepts of transition and adaptability were explored within the context of higher and pre-tertiary education and in academic organisational contexts. The talks and discussions…
Descriptors: Conferences (Gatherings), College Students, College Faculty, Foreign Countries
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Becker, Sue; Johnson, Darren; Britton, Paul – Psychology Teaching Review, 2019
This paper presents a model of the challenges facing undergraduates transitioning to taught postgraduate studies developed from a grounded theory analysis of interviews with current and prospective taught postgraduates from a range of psychology programmes. The model reveals the importance of the visibility of current and recently taught…
Descriptors: Student Adjustment, Graduate Study, Psychology, Decision Making
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Mugabe, C.; Brug, P.; Catling, J. C. – Psychology Teaching Review, 2016
The relationship between academic motivation, support structures, self-esteem, and social mobility was assessed between three culturally distinct Higher Education student cohorts. Two-hundred-and-sixty-seven students took part in the study: 64 American undergraduates; 100 British undergraduates; and 103 Ugandan undergraduates. Using a number of…
Descriptors: Foreign Countries, Undergraduate Students, Cross Cultural Studies, Cultural Differences
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Skipper, Yvonne – Psychology Teaching Review, 2015
Some people hold an entity theory of intelligence: they think of intelligence as innate. In contrast, others hold an incremental theory, believing that intelligence can be changed. Previous research has shown that an incremental theory is associated with positive outcomes. The aim of this paper was to evaluate an intervention which promoted an…
Descriptors: Program Evaluation, Intervention, College Freshmen, Psychology
Ridley, Anne M. – Psychology Teaching Review, 2007
This study investigated age- and ethnicity-related effects on approaches to learning and the possible impact of such differences on assessment outcomes. This is important in the context of widening participation and the growing number of students from non-traditional educational backgrounds. Some 77 Level 1 psychology undergraduates completed an…
Descriptors: Ethnicity, Age Differences, Learning Processes, Academic Achievement