A Multisite Study of Learning in Introductory Psychology Courses

Regan A. R. Gurung, David B. Daniel, R. Eric Landrum

Research output: Contribution to journalArticlepeer-review

22 Scopus citations

Abstract

Four hundred and fifty-four students enrolled in introductory psychology at different institutions across the nation participated in a study of factors related to learning. Key measures included an instructor rating, ratings of textbook quality and helpfulness, study time, student self-evaluations of study behaviors, approach to learning, self-report of learning, and a measure of quiz performance using biopsychology and learning chapter questions from a College Board Advanced Placement exam. The authors found significant predictors of both self-reported learning (deep approach, less surface approach, instructor ratings, student self-evaluations, and study behaviors) and quiz performance (grade point average, study time, metacognitive activity, and less use of a surface approach to learning). These results are discussed in the context of optimizing student learning and providing a foundation for future research.

Original languageAmerican English
JournalPsychological Sciences Faculty Publications and Presentations
StatePublished - 1 Jul 2012

Keywords

  • instructor
  • student learning
  • study behavior
  • textbooks

EGS Disciplines

  • Psychiatry and Psychology

Fingerprint

Dive into the research topics of 'A Multisite Study of Learning in Introductory Psychology Courses'. Together they form a unique fingerprint.

Cite this