Studying for Introductory Psychology: Differences across Technical College, 2-, and 4-Year Institutions

Autor/inn/en	McCann, Lee I.; Ebert, Alexandria R.; Oechsner, Markus; Immel, Kathy R.; Kadah-Ammeter, Tammy L.
Titel	Studying for Introductory Psychology: Differences across Technical College, 2-, and 4-Year Institutions
Quelle	In: Teaching of Psychology, 46 (2019) 4, S.312-318 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628319872591
Schlagwörter	Introductory Courses; Psychology; Vocational Schools; Two Year Colleges; Universities; Community Colleges; Two Year College Students; Undergraduate Students; College Credits; Textbook Evaluation; Class Activities; Lecture Method; Notetaking; Grades (Scholastic); Institutional Characteristics; Differences; Study Habits + Suchen Sie Ihr Suchwort? Einführungskurs; Psychologie; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; University; Universität; Community college; Community College; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Notenspiegel; Unterscheiden; Study behavior; Study behaviour; Studienverhalten
Abstract	Three hundred thirty-three Introductory Psychology (IP) students from a 4-year university, 2-year community college, and a technical college provided survey data. Student self-reports significantly differed across schools on hours studied during exam weeks, textbook helpfulness, importance of lecture and class activities, quality and importance of course notes, and credit load. University students reported higher means on all of these, followed by 2-year and then technical college students. Students significantly differed on hours worked per week and current course grade, with technical college students having the highest means, followed by 2-year and then university students. There were a number of significant intercorrelations among the variables, some differing by institutional type. These institutional differences suggest that IP instructors may wish to consider these differences as they prepare to teach this course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01