We've been following the students longitudinally. Here are some results that are not yet ready for publication because for these types of analyses we need a bigger N and are working on that. Being at a small schoool AND having to wait for years to pass is frustrating!
At first we were discouraged because it seemed that JUST looking at misconceptions scores over time students were slowly but surely reverting back to their prior beliefs--and that in itself is not too surprising, especially if they have not take more psych classes over time to reinforce the correct conceptions, but instead are sometimes bombarded by misinformation. We then looked at goal orientation, breaking it down by Elliot and Church's suggestion into mastery versus performance approach and performance avoidance. We also looked at learning stratgies used (we mostly used MSLQ scales). At the end of the first semester when students were exiting the intro psych course, only surface learning strategies such as rehearsal predicted change in misconceptions. At the end of three years, overall, many students had returned to their previous beliefs BUT those who had a mastery orientation during their freshman year, while they were learning the correct information in class, retained the change from misconception to correct conception. Those who scored high in effort regulation and metacognitive self-regulation did also. Those who scored high in performance motivations were the ones who were most likely to go back to their old ways of thinking--especially those high in performance avoidance. So, we are looking at the tie-in between motivation, learning strategies, and several other variables, and change in beliefs. We will be ready to publish in about 4 more years. LOL! Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu ---- Original message ---- >Date: Fri, 30 Oct 2009 16:54:58 -0400 >From: "Wuensch, Karl L" <wuens...@ecu.edu> >Subject: RE: [tips] The Psychological Record >To: "Teaching in the Psychological Sciences (TIPS)" <tips@acsun.frostburg.edu> > > Misconceptions about psychology and journals are both pervasive, maybe. > :-) > > Annette demonstrated how the frequency of misconceptions about > psychology can (somewhat) be reduced in a good intro course (excepting, of > course, the belief that "negative reinforcement" is reward). I have wondered > how well those students would test a few years after completing that intro > course. > >Cheers, > >Karl W. > >-----Original Message----- >From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] >Sent: Friday, October 30, 2009 2:30 PM >To: Teaching in the Psychological Sciences (TIPS) >Subject: Re: [tips] The Psychological Record > >I actually had an excellent experience with Psych Record but for some reason >have a vivid memory of being charged. I'll have to go back and look it up. I >may be having a false memory. Gulp! > >Given that I have only had 4 publications in the last 7 years it's not that >hard to keep track of. > >Annette > > >Annette Kujawski Taylor, Ph.D. >Professor of Psychology >University of San Diego >5998 Alcala Park >San Diego, CA 92110 >619-260-4006 >tay...@sandiego.edu > > >---- Original message ---- >>Date: Fri, 30 Oct 2009 13:55:28 -0400 >>From: "Wuensch, Karl L" <wuens...@ecu.edu> >>Subject: [tips] The Psychological Record >>To: "Teaching in the Psychological Sciences (TIPS)" <tips@acsun.frostburg.edu> >> >> A colleague of mine asked the editor of >> The Psychological Record about page charges. In her >> reply, the editor made it clear that The >> Psychological Record does NOT have page charges, and >> never has. I quote: "we do not require authors to >> pay for anything, unless we are charged for >> substantial changes that occur in a manuscript." In >> other words, if an author makes major changes after >> proofing has been completed, the author is charged >> for the increased production costs associated with >> making such late changes. >> >> I have been associated with only one >> manuscript submitted to The Psychological Record. I >> was favorably impressed with the quality of the >> review, and the review was accomplished promptly. >> >> >> >> Cheers, >> >> ---------------------------------------------------- >> >> ECU Centennial LogoKarl L. Wuensch, Professor and >> ECU Scholar/Teacher, Dept. of Psychology >> East Carolina University, Greenville NC 27858-4353, >> USA, Earth >> Voice: 252-328-9420 Fax: 252-328-6283 >> wuens...@ecu.edu >> http://core.ecu.edu/psyc/wuenschk/klw.htm >> >> >> >> --- >> To make changes to your subscription contact: >> >> Bill Southerly (bsouthe...@frostburg.edu) > >--- >To make changes to your subscription contact: > >Bill Southerly (bsouthe...@frostburg.edu) > >--- >To make changes to your subscription contact: > >Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
