Self-regulation in an undergraduate psychology course: Results from a performance examination

1986 ◽  
Vol 11 (4) ◽  
pp. 321-328 ◽  
Author(s):  
M. W. Buckalew ◽  
Casey McDonagh
Keyword(s):  
Self Regulation ◽  
Undergraduate Psychology ◽  
Psychology Course ◽  
Performance Examination ◽  
A Performance

Evaluation with the Personal Orientation Inventory of a Problem-Solving Approach in Teaching an Undergraduate Psychology Course

1973 ◽  
Vol 33 (2) ◽  
pp. 623-626 ◽  
Author(s):  
Steven Jay Gross ◽  
Andrew I. Schwebel
Keyword(s):  
Problem Solving ◽  
Outcome Measures ◽  
Teaching Methods ◽  
Innovative Teaching ◽  
Personal Orientation Inventory ◽  
Undergraduate Psychology ◽  
Psychology Course ◽  
Personal Orientation ◽  
Selection Of ◽  
Outcome Criteria

A major issue in evaluating innovative teaching methods has been the selection of outcome criteria. With a goal of developing students' process skills, the authors taught a clinical psychology course to undergraduates. To evaluate the course's effectiveness, Shostrom's Personal Orientation Inventory was utilized. There were significant changes in students' scores on 6 of the 12 scales. The implication of utilizing outcome measures consonant with the goals of a particular course was examined.

Contributions to the History of Psychology: CII. Attitudinal Shifts in Responses to ‘Psychological Prescriptions’ among Undergraduate Students in a ‘Systems of Psychology’ Course

1995 ◽  
Vol 77 (3) ◽  
pp. 840-842
Author(s):  
William F. Vitulli
Keyword(s):  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Rating Scale ◽  
Psychology Students ◽  
History Of Psychology ◽  
History Of ◽  
Undergraduate Psychology ◽  
Psychology Course

18 contrasting pairs of psychological prescriptions formed the basis of a rating scale upon which 25 undergraduate psychology students (5 men and 20 women) enrolled in a course in “systems of psychology” indicated their “attitudinal preferences.” An analysis of variance, followed by pair-wise comparisons using t tests for correlated samples taken at the beginning and end of the quarter showed a trend toward endorsements of more “phenomenological” as compared to “operational” prescriptions.

The development of self-acceptance, self-esteem, self-regulation, empathy, and social support in undergraduate psychology students

2013 ◽  
Author(s):  
Julia Suleeman ◽  
Dewi F. Simanjuntak ◽  
Elizabeth Trifilia ◽  
Sasrya R. Harumi ◽  
Starlettia Viorensika
Keyword(s):  
Social Support ◽  
Self Regulation ◽  
Psychology Students ◽  
Self Esteem ◽  
Undergraduate Psychology ◽  
Self Acceptance

Reading Ability as a Performance Predictor in a Behaviorally Based Psychology Course

1990 ◽  
Vol 17 (3) ◽  
pp. 173-175 ◽  
Author(s):  
M. Susan Roberts ◽  
Linda Suderman ◽  
Robert Suderman ◽  
George B. Semb
Keyword(s):  
Reading Ability ◽  
Psychology Course ◽  
A Performance

Faculty Views on the Appropriateness of Teaching Undergraduate Psychology Courses Online

2012 ◽  
Vol 39 (3) ◽  
pp. 203-208 ◽  
Author(s):  
B. Jean Mandernach ◽  
Teresa Mason ◽  
Krista D. Forrest ◽  
Jana Hackathorn
Keyword(s):  
Teaching Methodology ◽  
Course Offerings ◽  
Psychology Courses ◽  
Undergraduate Psychology ◽  
Clinical Content ◽  
Online Format ◽  
Psychology Course

This study examines faculty views concerning the appropriateness of teaching specific undergraduate psychology courses in an online format. Faculty express concern about teaching methodology and counseling/clinical content courses online, but endorse teaching introductory and nonclinical content courses in either format; faculty report diverse views on the extent to which capstone and integrative experiences in psychology can be facilitated in a virtual format. The implications of these findings are discussed in relation to the growing demand for online psychology course offerings.

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