The Importance of Taking Psychology: A Comparison of Three Levels of Exposure

Autor/inn/en	Landrum, R. Eric; Gurung, Regan A. R.; Amsel, Eric
Titel	The Importance of Taking Psychology: A Comparison of Three Levels of Exposure
Quelle	In: Teaching of Psychology, 46 (2019) 4, S.290-298 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628319872574
Schlagwörter	Psychology; Academic Achievement; Introductory Courses; Majors (Students); Young Adults; Student Attitudes; Multiple Choice Tests; College Seniors; Attitude Change; Research Methodology; Ethics; Knowledge Level; Public Colleges; Retention (Psychology); Educational Experience; Misconceptions; Career Planning; Vignettes; Idaho (Boise); Wisconsin; Utah + Suchen Sie Ihr Suchwort? Psychologie; Schulleistung; Einführungskurs; Young adult; Junger Erwachsener; Schülerverhalten; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; College; Colleges; Senior; Hochschule; Fachhochschule; Attitudinal change; Einstellungsänderung; Research method; Forschungsmethode; Ethik; Wissensbasis; Merkfähigkeit; Bildungserfahrung; Missverständnis; Karriereplanung
Abstract	We compared the performance of senior psychology majors, introductory psychology students, and similarly aged individuals with no college psychology on seven different outcome measures including multiple-choice knowledge tests, attitudes, and open-ended scenarios requiring qualitative responses. On all measures, both senior psychology majors and introductory psychology students significantly outperformed individuals with no college psychology. However, the absolute magnitude of introductory psychology student performance would be depicted as a failing grade at most institutions (i.e., below 60% correct). We discuss this pattern of results in the context of judging the effectiveness of the major, the role of the introductory psychology course, and judging the effectiveness of the assessment/outcome measures utilized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01