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Learning Factors in the University Classroom: Faculty and Student Perspectives
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Lammers, William J.; Smith, Shelia M. – Teaching of Psychology, 2008
We examined faculty and student perspectives on variables relating to the instructor, student, and physical environment that affect student learning. Tenured faculty members and university students enrolled in upper level courses completed a questionnaire evaluating their perceptions of variables important to student learning. Overall, faculty and…
Descriptors: Academic Achievement, Physical Environment, Student Characteristics, College Faculty
Predicting Student Attitudes and Grades from Perceptions of Instructors' Attitudes
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Wilson, Janie H. – Teaching of Psychology, 2006
Psychological availability to students defines immediacy, a concept traditionally measured using ratings of instructor behaviors. However, students' perceptions of their professor's attitude toward them may serve as a more parsimonious measure of psychological availability. In fact, ratings of a professor's attitude toward students are positively…
Descriptors: Student Attitudes, Predictor Variables, Teacher Attitudes, Perception
Learning and Motivational Benefits of Acronym Use in Introductory Psychology
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Stalder, Daniel R. – Teaching of Psychology, 2005
Study 1 assessed students' use and perceptions of acronyms at 3 different exam times in 2 sections of Introduction to Psychology. Acronym use consistently predicted higher performance on acronym related exam items, and I partially discounted 2 possible confounds. Students rated acronyms as helpful in multiple ways, including increasing motivation…
Descriptors: Memory, Psychology, Teaching Methods, Student Motivation
Courage in the Classroom.
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Costin, Frank – Teaching of Psychology, 1985
The achievement of educational goals requires the psychology teacher to display a special kind of courage. Challenges to that courage are discussed. These challenges are involved in lecturing, questioning, and discussion; in teaching historical perspectives and controversial issues; and in working with student and teacher values and attitudes. (RM)
Descriptors: Controversial Issues (Course Content), Discussion (Teaching Technique), Higher Education, Instructional Improvement
Additional Data on Academic Dishonesty and a Proposal for Remediation.
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Davis, Stephen F.; Ludvigson, H. Wayne – Teaching of Psychology, 1995
Maintains that cheating is a major concern on college campuses. Presents data from 2,153 upper-division undergraduate students on the frequency of cheating, reasons for cheating, and influence of penalties on cheating. Offers a model that develops an internalized code of ethics to counteract academic dishonesty. (CFR)
Descriptors: Cheating, Codes of Ethics, Discipline Problems, Females
Academic Dishonesty: Prevalence, Determinants, Techniques, and Punishments.
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Davis, Stephen F.; And Others – Teaching of Psychology, 1992
Discusses results of a questionnaire asking students' opinions and experiences concerning academic cheating. Examines the prevalence, situational and dispositional determinants, and techniques of cheating. Concludes that pressures for good grades, student stress, ineffective deterrents, condoning teachers, and an increasing lack of academic…
Descriptors: Cheating, Discipline Problems, Ethics, Grades (Scholastic)
Professor Immediacy as Behaviors Associated with Liking Students.
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Wilson, Janie H.; Taylor, Kelli W. – Teaching of Psychology, 2001
Presents a study that examines the relations: (1) among professor immediacy (being available and welcoming to students) behaviors and undergraduate students perceptions of instructor's attitudes towards them; and (2) perceptions of instructor attitude towards undergraduates students and student motivation, projected grades, and attitudes towards…
Descriptors: College Faculty, Grades (Scholastic), Higher Education, Questionnaires