Characteristics of Programs That Maximize Psychology Major Success

Autor/inn/en	Stoloff, Michael L.; Good, Megan Rodgers; Smith, Kristen L.; Brewster, JoAnne
Titel	Characteristics of Programs That Maximize Psychology Major Success
Quelle	In: Teaching of Psychology, 42 (2015) 2, S.99-108 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628315569877
Schlagwörter	Psychology; Majors (Students); Success; Program Descriptions; National Surveys; Department Heads; Administrator Attitudes; Enrollment Trends; Class Size; Guidelines; Behavioral Objectives; Student Participation; Incidence; Research Projects; Study Abroad; Field Experience Programs; Teacher Student Relationship; Attendance; Scores; Graduation Rate; Online Courses; Student Experience; School Statistics; Educational Practices; Likert Scales; Research Skills; Communication Skills; Technological Literacy; Extracurricular Activities; Graduate Study; Online Surveys + Suchen Sie Ihr Suchwort? Psychologie; Erfolg; Klassengröße; Richtlinien; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Vorkommen; Forschungsvorhaben; Studies abroad; Auslandsstudium; Praxisnahes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Anwesenheit; Online course; Online-Kurs; Studienerfahrung; Bildungspraxis; Likert-Skala; Forschungsleistung; Kommunikationsstil; Technisches Wissen; Außerunterrichtliche Aktivität; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	We conducted a national survey of psychology department chairs, and, based on their responses, we concluded that psychology programs differ in the number of students enrolled in various types of classes; the degree of focus on each of the goals recommended by the "American Psychological Association (APA) Guidelines for an Undergraduate Psychology Education"; the frequency of student participation in research, study abroad, and field placement; and the frequency of student-faculty interactions. We describe the percentage of psychology majors who have these program-relevant experiences. We also demonstrate that there are relationships between key high-impact activities and graduate school attendance, assessment test scores, and program completion rate. Based on the findings, we suggest how psychology programs may be able to help students to maximize their success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01