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Spedding, Jason; Hawkes, Amy J.; Burgess, Matthew – Psychology Learning and Teaching, 2017
The initial year of university is often a sensitive period for new students. Commencing students may lack the necessary skills and resources to adapt to unfamiliar learning environments. One intervention demonstrating academic benefits is Peer Assisted Study Sessions (PASS). PASS is a structured peer led study group where students collectively…
Descriptors: College Freshmen, Attendance, Self Efficacy, Student Adjustment
Karlen, Yves; Compagnoni, Miriam – Psychology Learning and Teaching, 2017
Implicit theories about the nature of human attributes as either malleable or fixed influence how people perceive knowledge and approach different tasks. Two studies explored the relationship between implicit theory of writing ability, metacognitive strategy knowledge (MSK), and strategy use in the context of academic writing. The pre-study with N…
Descriptors: Theories, Writing Skills, Metacognition, Academic Discourse
Bebermeier, Sarah; Nussbeck, Fridtjof W.; Ontrup, Greta – Psychology Learning and Teaching, 2015
Lecturers teaching statistics are faced with several challenges supporting students' learning in appropriate ways. A variety of methods and tools exist to facilitate students' learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students…
Descriptors: Statistics, Questionnaires, Teaching Methods, Computer Assisted Instruction
Amsel, Eric; Ashley, Aaron; Baird, Todd; Johnston, Adam – Psychology Learning and Teaching, 2014
Two studies explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline. In Study 1, Introductory Psychology students completed the Psychology as Science questionnaire (PAS) at the beginning and end of the semester and did so from their own (Self Condition) and their instructors'…
Descriptors: Undergraduate Students, Psychology, Student Attitudes, Scientific Principles
Stehle, Sebastian; Spinath, Birgit – Psychology Learning and Teaching, 2014
In this study the relationship between intended course objectives and teaching effectiveness was investigated. Teaching effectiveness was indexed through student evaluations of teaching (SETs) and lecturer self-evaluations (LSEs), with a focus on course evaluation. Rated learning of intended course objectives was derived by two parallel…
Descriptors: Psychology, Instructional Effectiveness, Academic Achievement, Course Objectives
Jones, Janelle M. – Psychology Learning and Teaching, 2014
Higher student enrolment at North American tertiary institutions over the last decade has led to a greater reliance on lecturing in large classes (i.e., 50 students or more). The efficiency of lecturing as a method of instruction can sometimes come at the cost of student interaction, engagement, critical thinking and satisfaction. Implementing…
Descriptors: Critical Thinking, Group Discussion, Self Concept, Social Theories
Kaye, Linda K.; Brewer, Gayle – Psychology Learning and Teaching, 2013
The current study examined approaches to teaching in a postgraduate psychology sample. This included considering teaching-focused (information transfer) and student-focused (conceptual changes in understanding) approaches to teaching. Postgraduate teachers of psychology (N = 113) completed a questionnaire measuring their use of a teacher- or…
Descriptors: Self Efficacy, Psychology, Graduate Students, Teaching Methods
Comerchero, Victoria; Fortugno, Dominick – Psychology Learning and Teaching, 2013
The current study examined if correlations between statistics anxiety and dimensions of perfectionism (adaptive and maladaptive) were present amongst a sample of psychology graduate students (N = 96). Results demonstrated that scores on the APS-R Discrepancy scale, corresponding to maladaptive perfectionism, correlated with higher levels of…
Descriptors: Graduate Students, Psychology, Statistics, Mathematics Anxiety