Supports for Discipline-Specific Reading in Introductory Psychology
Saved in:
| Title: | Supports for Discipline-Specific Reading in Introductory Psychology |
|---|---|
| Language: | English |
| Authors: | Taneisha Vilma (ORCID |
| Source: | Psychology Learning and Teaching. 2025 24(1):92-103. |
| 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: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Introductory Courses, Psychology, Content Area Reading, Textbooks, Undergraduate Students, Active Learning, Metacognition, Critical Thinking, Teaching Methods, Reading Assignments, Reading Comprehension |
| DOI: | 10.1177/14757257241296112 |
| ISSN: | 1475-7257 1475-7257 |
| Abstract: | Introductory psychology students need supports to read and think in a discipline-specific way when learning psychology theories. We tested the effectiveness of using a task-model steps chart to help students understand, evaluate, and use theories presented in their introductory psychology textbook and lecture videos. We randomly assigned 52 undergraduates enrolled in an asynchronous online introductory psychology course to either the task-model steps chart (experimental) or a business-as-usual assignment (control) section of the course. The outcome measures were Exams 2 and 3 and applied-summary activities. Results demonstrated that although scores were not different between the two conditions at the middle of the course (Exam 2), students in the experimental condition performed better than students in the control condition on Exam 3 on non-targeted (transfer) items and the applied summaries. This study provides initial evidence of the value of supporting students' disciplinary-specific understanding of the role of theories and studies in psychology. This task-model steps chart is a general tool that can be adapted to help introductory students read and think in psychology. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470770 |
| Database: | ERIC |
| Abstract: | Introductory psychology students need supports to read and think in a discipline-specific way when learning psychology theories. We tested the effectiveness of using a task-model steps chart to help students understand, evaluate, and use theories presented in their introductory psychology textbook and lecture videos. We randomly assigned 52 undergraduates enrolled in an asynchronous online introductory psychology course to either the task-model steps chart (experimental) or a business-as-usual assignment (control) section of the course. The outcome measures were Exams 2 and 3 and applied-summary activities. Results demonstrated that although scores were not different between the two conditions at the middle of the course (Exam 2), students in the experimental condition performed better than students in the control condition on Exam 3 on non-targeted (transfer) items and the applied summaries. This study provides initial evidence of the value of supporting students' disciplinary-specific understanding of the role of theories and studies in psychology. This task-model steps chart is a general tool that can be adapted to help introductory students read and think in psychology. |
|---|---|
| ISSN: | 1475-7257 1475-7257 |
| DOI: | 10.1177/14757257241296112 |
