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Not Quite on the Same Page: Comparing Key Terms in Introductory Psychology Textbooks

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Title: Not Quite on the Same Page: Comparing Key Terms in Introductory Psychology Textbooks
Language: English
Authors: Joseph J. Slade (ORCID 0000-0001-7498-9286), Regan A. R. Gurung (ORCID 0000-0002-3542-4378)
Source: Teaching of Psychology. 2024 51(3):285-290.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 6
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Textbooks, Psychology, Undergraduate Study, Textbook Evaluation, Textbook Selection, Textbook Standards, Textbook Content
DOI: 10.1177/00986283221111749
ISSN: 0098-6283
1532-8023
Abstract: Background: Textbooks shape the content and structure of most introductory psychology courses. It is important to compare the content of textbooks to assist educators in making the best textbook choice. Objective: The purpose of this study was to conduct an analysis of five commonly used introductory psychology textbooks and examine the extent of overlap in their content coverage. Method: Two trained readers identified 3878 key terms after performing a page-by-page content analysis. Commonality among texts was assessed by determining how many textbooks included each term. Results: Coverage of psychology topics differed significantly across textbooks with 2766 terms (71%) unique to a single textbook. There were 494 terms (13%), 263 terms (7%), and 201 terms (5%) appearing in two, three, and four books, respectively. Only 154 terms (4%) were common to all five. Conclusion: Given our results and how reliant course instructors are on textbooks, it appears introductory psychology students may not be exposed to similar vocabulary. Teaching Implications: Introductory psychology textbooks may be similar at a chapter and topic level but do not share as much specific content as may be commonly believed. Instructors should take the time to check if the content matches course goals and expectations.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1427304
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Joseph+J%2E+Slade%22">Joseph J. Slade</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7498-9286">0000-0001-7498-9286</externalLink>)<br /><searchLink fieldCode="AR" term="%22Regan+A%2E+R%2E+Gurung%22">Regan A. R. Gurung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3542-4378">0000-0002-3542-4378</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/00986283221111749
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  Data: 0098-6283<br />1532-8023
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  Data: Background: Textbooks shape the content and structure of most introductory psychology courses. It is important to compare the content of textbooks to assist educators in making the best textbook choice. Objective: The purpose of this study was to conduct an analysis of five commonly used introductory psychology textbooks and examine the extent of overlap in their content coverage. Method: Two trained readers identified 3878 key terms after performing a page-by-page content analysis. Commonality among texts was assessed by determining how many textbooks included each term. Results: Coverage of psychology topics differed significantly across textbooks with 2766 terms (71%) unique to a single textbook. There were 494 terms (13%), 263 terms (7%), and 201 terms (5%) appearing in two, three, and four books, respectively. Only 154 terms (4%) were common to all five. Conclusion: Given our results and how reliant course instructors are on textbooks, it appears introductory psychology students may not be exposed to similar vocabulary. Teaching Implications: Introductory psychology textbooks may be similar at a chapter and topic level but do not share as much specific content as may be commonly believed. Instructors should take the time to check if the content matches course goals and expectations.
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