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Connecting Introductory Psychology to Climate Change Can Empower Students

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Title: Connecting Introductory Psychology to Climate Change Can Empower Students
Language: English
Authors: Gregg Sparkman, Leor M. Hackel, Jennifer Randall Crosby, James J. Gross, Bridgette Martin Hard (ORCID 0000-0002-3146-4348)
Source: Teaching of Psychology. 2025 52(1):76-85.
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: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Psychology, Introductory Courses, Learner Engagement, Climate, Student Attitudes, College Faculty, Outcomes of Education, Models, Teacher Student Relationship, Evidence Based Practice, Student Empowerment, Social Behavior, Environmental Education, Undergraduate Students, Behavior Change, Intention, Social Problems, Political Attitudes, Money Management, Learning Activities, Rating Scales
DOI: 10.1177/00986283231177949
ISSN: 0098-6283
1532-8023
Abstract: Background: The Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Objective: Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. Method: In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Results: Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the Trickle-Down Engagement Model and our hypotheses, perceptions of instructors' engagement positively related to participants' own engagement, which was also positively related to better learning outcomes. Conclusion: When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Teaching Implications: Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.
Abstractor: As Provided
Notes: https://osf.io/wth43
Entry Date: 2024
Accession Number: EJ1451708
Database: ERIC
FullText Text:
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  Data: Connecting Introductory Psychology to Climate Change Can Empower Students
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  Data: <searchLink fieldCode="AR" term="%22Gregg+Sparkman%22">Gregg Sparkman</searchLink><br /><searchLink fieldCode="AR" term="%22Leor+M%2E+Hackel%22">Leor M. Hackel</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Randall+Crosby%22">Jennifer Randall Crosby</searchLink><br /><searchLink fieldCode="AR" term="%22James+J%2E+Gross%22">James J. Gross</searchLink><br /><searchLink fieldCode="AR" term="%22Bridgette+Martin+Hard%22">Bridgette Martin Hard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3146-4348">0000-0002-3146-4348</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2025 52(1):76-85.
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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: Y
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  Data: 10
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Problems%22">Social Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Attitudes%22">Political Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Money+Management%22">Money Management</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink>
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  Data: 10.1177/00986283231177949
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  Data: 0098-6283<br />1532-8023
– Name: Abstract
  Label: Abstract
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  Data: Background: The Trickle-Down Engagement Model posits that instructor engagement promotes student engagement which, in turn, has positive implications for student learning. Objective: Our goal was to provide evidence-based practical recommendations for instructors to communicate their engagement with course material to students, activating the trickle-down process. Method: In two experiments, we used recorded mock lectures in which we manipulated instructor movement within the classroom (Study 1) and enthusiastic statements that cued instructor engagement (Study 2). In both studies, we measured student learning and assessed perceptions of the instructor's engagement, their own engagement, and the presented material. Results: Engaged cue statements successfully communicated instructor engagement but physical movement did not. Consistent with the Trickle-Down Engagement Model and our hypotheses, perceptions of instructors' engagement positively related to participants' own engagement, which was also positively related to better learning outcomes. Conclusion: When instructors verbally communicate their engagement with course material, students are more engaged and demonstrate better learning. Teaching Implications: Channeling explicit, positive instructor engagement has numerous benefits, including enhanced student learning and educational experiences.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
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  Data: https://osf.io/wth43
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  Data: 2024
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  Data: EJ1451708
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        Value: 10.1177/00986283231177949
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        Type: general
      – SubjectFull: Introductory Courses
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Climate
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