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Supports for Discipline-Specific Reading in Introductory Psychology

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Title: Supports for Discipline-Specific Reading in Introductory Psychology
Language: English
Authors: Taneisha Vilma (ORCID 0000-0002-9832-1990), Daniel A. Nuccio, Amanda M. Durik, M. Anne Britt
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
FullText Text:
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  Data: Supports for Discipline-Specific Reading in Introductory Psychology
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  Data: <searchLink fieldCode="AR" term="%22Taneisha+Vilma%22">Taneisha Vilma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9832-1990">0000-0002-9832-1990</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel+A%2E+Nuccio%22">Daniel A. Nuccio</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+M%2E+Durik%22">Amanda M. Durik</searchLink><br /><searchLink fieldCode="AR" term="%22M%2E+Anne+Britt%22">M. Anne Britt</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Psychology+Learning+and+Teaching%22"><i>Psychology Learning and Teaching</i></searchLink>. 2025 24(1):92-103.
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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: 10.1177/14757257241296112
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  Data: 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.
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        Value: 10.1177/14757257241296112
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    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 92
    Subjects:
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Content Area Reading
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      – SubjectFull: Textbooks
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Reading Assignments
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      – SubjectFull: Reading Comprehension
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      – TitleFull: Supports for Discipline-Specific Reading in Introductory Psychology
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