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Psychology

Selected Works

2016

Articles 1 - 7 of 7

Full-Text Articles in Education

Workplace Incivility And Bullying In The Library: Perception Or Reality?, Shin Freedman, Dawn L. Vreven Oct 2016

Workplace Incivility And Bullying In The Library: Perception Or Reality?, Shin Freedman, Dawn L. Vreven

Shin Freedman

Recent media reports have increased awareness of workplace incivility and bullying. However, the literature regarding workplace incivility and bullying in academic libraries is under reported and under researched. This study examines the current state of librarians’ perceptions on workplace incivility and bullying and evaluates the effects of bullying from organizational and individual perspectives. Bullying was measured based on the librarian’s responses to the Negative Acts Questionnaire, including both experienced bullying and witnessed bullying. The authors introduce a conceptual framework to understand the motivating structures, precipitating circumstances, and enabling structures that lead to bullying in the library. A statistical analysis using …

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Undergraduate Students’ Perceptions Of The Impact Of Pre-College Computing Activities On Choices Of Major, Monica M. Mcgill, Adrienne Decker, Amber Settle Oct 2016

Undergraduate Students’ Perceptions Of The Impact Of Pre-College Computing Activities On Choices Of Major, Monica M. Mcgill, Adrienne Decker, Amber Settle

Amber Settle

A lack of diversity in the computing field has existed for several decades, and although female participation in computing remains low, outreach programs attempting to address the situation are now quite numerous. To begin to understand whether or not these past activities have had long-term impact, we conducted a systematic literature review. Upon discovering that longitudinal studies were lacking, we investigated whether undergraduate students believed that their participation in computing activities prior to college contributed to their decision to major in a computing field. From the 770 participants in the study, we discovered that approximately 20% of males and 24% …

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When Will My Cover Be Blown? The Experience Of Imposter Syndrome In Emerging And Early Career Academics/Educators, Amy Bannatyne Sep 2016

When Will My Cover Be Blown? The Experience Of Imposter Syndrome In Emerging And Early Career Academics/Educators, Amy Bannatyne

Amy Bannatyne

What is imposter syndrome?

Fraud, luck, deceit, and incompetent – these terms describe the thoughts and feelings frequently endured during an internal process known as “imposter syndrome”. The syndrome was first described in 1978, after two female psychologists observed a consistent constellation of symptoms and concerns in 150 highly successful women (Clance & Imes, 1978). Despite successful completion of advanced degrees, obtaining high scores on standardised aptitude tests, and holding various leadership positions, many of the women appeared unable to internalise their success and expressed strong feelings of inadequacy and incompetency (Hoang, 2015).

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"But I Already Know All About Sex!" Distinguishing Beliefs From Empirical Facts When Teaching Sex, Gender, And Sexuality, Sarah Grison Jul 2016

"But I Already Know All About Sex!" Distinguishing Beliefs From Empirical Facts When Teaching Sex, Gender, And Sexuality, Sarah Grison

Sarah Grison

This slide presentation addresses teaching the biological aspects of human sexuality in psychology courses, and encourages instructors to create a safe environment to help student differentiate between beliefs and empirical facts about sexuality, sexual orientation, and gender identity. Encourages using visuals that help organize information and using real-world examples, providing examples of both.

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Promoting Postformal Thinking In A U.S. History Survey Course: A Problem-Based Approach, Charles T. Wynn, Richard S. Mosholder, Carolee A. Larsen Jan 2016

Promoting Postformal Thinking In A U.S. History Survey Course: A Problem-Based Approach, Charles T. Wynn, Richard S. Mosholder, Carolee A. Larsen

Charles Wynn

This article presents a problem-based learning (PBL) model for teaching a college U.S. history survey course (U.S. history  since  1890)  designed  to  promote  postformal  thinking  skills  and  identify  and  explain  thinking  systems inherent in adult complex problem-solving. We also present the results of a study in which the outcomes of the PBL model were compared to the outcomes of the same course taught with traditional lecture and discussion. ThePBL model  was  more  effective  in  scaffolding  learning  so  that  students  recognize  and  practice  postformal  thinking dynamics  and  in  facilitating  self-reported  student  perceptions  of  increased  course  engagement  and  content relevance. We offer …

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Social Physique Anxiety And Body Image Of Middle School Youth: A Longitudinal Study (Fffa2016-Web.Pdf), Mary Jo Maccracken, Robert E. Stadulis Dec 2015

Social Physique Anxiety And Body Image Of Middle School Youth: A Longitudinal Study (Fffa2016-Web.Pdf), Mary Jo Maccracken, Robert E. Stadulis

Dr. Mary J. MacCracken

Adolescents confronted with bodily changes and weight control problems may develop
a special type of anxiety (called social physique anxiety or SPA) related to their body
build. The present investigation attempted to determine if SPA, as assessed by the
Social Physique Anxiety Scale for Children (SPAS-C: Fender-Scarr, et al., 2003a, 2003b,
Stadulis, et al., 2005), persists or changes over age. The current study tries to discern if
changes in body composition (Body Mass Index or BMI) from year to year are associated
with changes in anxiety. Children’s perceptions of their physique (actual) as well
as ideal body physique were assessed …

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Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder Dec 2015

Reasoning About Race And Pedagogy In Two Preservice Science Teachers: A Critical Race Theory Analysis, Douglas B. Larkin, Tanya Maloney, Gail M. Perry-Ryder

Douglas B. Larkin

This study describes the experiences of two preservice science teachers as they progress through their respective teacher education programs, and uses critical race theory to examine the manner in which conceptions about race and its pedagogical implications change over time. Using a longitudinal case study method, participants’ conceptual ecologies of race and pedagogy are mapped both before and after student teaching, and each case is analyzed for evidence of conceptual change in these
areas. Findings show that conceptions about race and the pedagogical implications of race changed in ways that likely would have gone undetected in earlier studies because they …

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