Relevant bibliographies by topics / Psychology Graduate Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Psychology Graduate Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Psychology Graduate Education"

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Bickman, Leonard. "Graduate education in psychology." American Psychologist 42, no. 12 (1987): 1041–47. http://dx.doi.org/10.1037/0003-066x.42.12.1041.

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Sears, David O., and Carolyn L. Funk. "Graduate Education in Political Psychology." Political Psychology 12, no. 2 (1991): 345. http://dx.doi.org/10.2307/3791469.

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Quereshi, M. Y. "Evaluation of an Undergraduate Psychology Program: Occupational and Personal Benefits." Teaching of Psychology 15, no. 3 (1988): 119–23. http://dx.doi.org/10.1207/s15328023top1503_2.

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A 30-item questionnaire completed by 272 psychology graduates from Marquette University, between May 1973 and May 1983, provided an updated evaluation of the undergraduate program. This study investigated: (a) differences between male and female graduates, (b) graduates' evaluation of the psychology curriculum and faculty, and (c) occupational benefits of the psychology major for those who pursued graduate work in psychology or professional fields and for those who sought employment with the terminal bachelor's degree. Results of this study are compared with those of other alumni surveys published between 1961 and 1987.
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Dodson, Jerry P., Garvin Chastain, and R. Eric Landrum. "Psychology Seminar: Careers and Graduate Study in Psychology." Teaching of Psychology 23, no. 4 (1996): 238–40. http://dx.doi.org/10.1207/s15328023top2304_9.

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This article describes a course for junior and senior psychology majors, informing them about career options and graduate school opportunities in psychology. We also discuss details about course planning and organization. Survey results indicate that students experienced substantial changes in the degree they planned to pursue and in their financial planning for graduate school.
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Finney, Phil, William Snell, and Rickard Sebby. "Assessment of Academic, Personal, and Career Development of Alumni from Southeast Missouri State University." Teaching of Psychology 16, no. 4 (1989): 173–77. http://dx.doi.org/10.1207/s15328023top1604_1.

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A survey containing institutional and program-specific items examined psychology and other graduates' evaluations of their undergraduate education (1983–1985) at Southeast Missouri State University. Psychology respondents resembled respondents from other majors in their social and personal interests, but differed from other respondents in their educational and career attitudes. Psychology respondents were more likely to be enrolled in graduate coursework than were other respondents and indicated greater agreement that preparation for this coursework was important to them, in contrast, they expressed less agreement than other respondents that career preparation was important. Also, psychology respondents who did not pursue graduate education expressed some dissatisfaction with the career advising and preparation offered in their major. These findings reaffirm the need for psychology departments to develop flexible curricula to meet the diverse needs and interests of their majors and to provide better career advising to majors.
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Lichtenberg, James W., and Rodney K. Goodyear. "Back to School for Counseling Psychology?" Counseling Psychologist 32, no. 2 (2004): 286–91. http://dx.doi.org/10.1177/0011000003261367.

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Despite an early shared history with school counseling, counseling psychology has, over time, distanced itself from the schools. Current circumstances with regard to public education and questions about the relevance of counseling psychology’s graduate training programs within schools and colleges of education have resurrected consideration of a partnership between school counseling and counseling psychology. In this response, the authors question the motives and sincerity of counseling psychology’s embracing school counseling as a partner, as well as the feasibility of the proposed partnership.
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Descutner, Carol J., and Mark H. Thelen. "Graduate Student and Faculty Perspectives about Graduate School." Teaching of Psychology 16, no. 2 (1989): 58–61. http://dx.doi.org/10.1207/s15328023top1602_2.

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There has been little research concerning how entering students view graduate education (e.g., perceive their role or the control they have over the academic environment). This study investigated perceptions of the student role and expectancies of student control among entering clinical psychology graduate students and clinical faculty in nine psychology departments. Findings indicated that students arrived on campus with role perceptions generally in line with those of faculty, concerning which qualities are considered important for student success. After a semester in the program, student perceptions were even more similar to faculty perceptions. Other findings revealed expectancies of diminished control (i. e., students perceived less of an impact on the student–faculty relationship and more of a need to comply with disliked program policies after their first semester than they had anticipated before entering graduate school). Because students appear to know what it takes to succeed in graduate school, efforts might be more effectively directed toward helping them assert control over their environment and cope with stress.
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Moulton-Perkins, Alesia, Alexandra Wressle, Nick Grey, and Rebecca Sired. "Evaluation of a psychology graduate internship programme." Journal of Mental Health Training, Education and Practice 14, no. 6 (2019): 423–35. http://dx.doi.org/10.1108/jmhtep-04-2019-0025.

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Purpose Applications for clinical psychology training far outstrip places and relevant work experience is key. Paid opportunities are limited and therefore many choose volunteering, with well-connected graduates faring best. To promote equal opportunities a coordinated psychology graduate voluntary internship programme was established in a National Health Service Trust in the South of England. The purpose of this paper is to evaluate intern and supervisor outcomes, equality of access and adherence to governance standards. Design/methodology/approach Three cohorts of interns, unappointed applicants and supervisors were surveyed. Between 2013 and 2016, 270 psychology graduates applied, 119 were recruited and 151 either refused a place or were unsuccessful. In total, 91 supervisors provided service-level feedback. Findings Interns and applicants were predominantly young, able-bodied white British heterosexual females. Demographic profiles were similar and broadly representative of psychology graduates nationally. While fewer were from Black and Ethnic Minority backgrounds, proportions were greater than the local population. Participants were more socioeconomically privileged than undergraduates nationally. The scheme was popular and well governed according to interns and supervisors. Post-internship employment prospects were improved, with most interns gaining paid mental health roles like assistant psychologist. Most supervisors commented on the positive contribution made by interns to service outcomes. Originality/value This study makes a significant contribution to the literature on voluntary psychology graduate posts, an area under-researched until now. Our results suggest that a coordinated, transparent approach can benefit both interns and services by minimising exploitation and maximising developmental opportunities for the new graduate. The programme makes an important contribution to addressing inequalities experienced by psychology graduates attempting to enter mental health careers.
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Prentice-Dunn, Steven, and Henry C. Rickard. "A Follow-Up Note on Graduate Training in the Teaching of Introductory Psychology." Teaching of Psychology 21, no. 2 (1994): 111–12. http://dx.doi.org/10.1207/s15328023top2102_14.

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This note extends a previous report (Rickard, Prentice-Dunn, Rogers, Scogin, & Lyman, 1991) on a graduate course in the teaching of introductoy psychology. Students who had completed the supervised-teaching experience performed better on a test of psychology content than did comparable students who had not. Data supported the informal observations of faculty, doctoral students, and PhD graduates about the value of teh supervised-teaching experience.
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Lawson, Timothy J., Debra L. Reisinger, and Mary Kay Jordan-Fleming. "Undergraduate Psychology Courses Preferred by Graduate Programs." Teaching of Psychology 39, no. 3 (2012): 181–84. http://dx.doi.org/10.1177/0098628312450430.

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Information about the undergraduate psychology courses preferred by graduate programs is useful for a number of purposes, including (a) advising psychology majors who are interested in graduate school, (b) undergraduate curriculum planning, and (c) examining whether graduate programs’ preferences reflect national guidelines for the undergraduate psychology curriculum. The authors examined the undergraduate course preferences of U.S. psychology graduate programs ( N = 548). Among Clinical/Counseling (C/C) programs, PsyD programs’ course preferences were more likely than those of master’s and PhD programs to reflect national undergraduate curriculum guidelines. Differences also emerged among various types of training (e.g., C/C vs. Educational/School), and these are important for advisors and students to understand.
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Dissertations / Theses on the topic "Psychology Graduate Education"

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Naman, Katya. "Pepperdine University Graduate School of Education and Psychology." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.

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Worry and rumination are implicated in various disorders and are believed to contribute to the symptoms that create and maintain psychopathology. The current critical review will examine worry and rumination in the context of depression, Generalized Anxiety Disorder (GAD), Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), and Social Anxiety Disorder (SAD). The review will focus on these two types of repetitive negative thinking more specifically the (a) definition, (b) process, (c) theories, and (d) maintenance of psychopathology; as well as similarities and differences between these two processes. A second emphasis will be on the importance of cultural considerations when treating individuals with emotional disorders. A third focus of the analysis will be on the rationale, overview, and literature associated with a transdiagnostic treatment named the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP) . Finally, this review will conclude by highlighting futures research studies that can be implemented to improve upon the existing UP research.

Keywords: Worry, Rumination, Anxiety, Depression, GAD, PTSD, OCD, SAD, Transdiagnostic, Culture, Unified protocol for transdiagnostic treatment of emotional disorders.

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Hanna, Dalya Hanna. "Predictors of Graduate School Performance in Psychology." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1523015006427627.

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Karhbet, Christine M. "Predictors of Campus Connectedness in Graduate Students." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=1592390.

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The current study examined the effects of gender, ethnicity, number of years enrolled in a current university, number of years in graduate school, number of years enrolled in a current graduate program, Conscientious Perfectionism, Self-Evaluative Perfectionism, and satisfaction with life on campus connectedness among a sample of 345 graduate students. The number of years enrolled in a current university, Self-Evaluative Perfectionism, and satisfaction with life were all significant predictors of campus connectedness. Interaction effects indicated that students with high satisfaction with life scores but low Self-Evaluative Perfectionism scores were more likely to experience greater campus connectedness and White students were more likely to experience greater campus connectedness when satisfaction with life scores were high. No significant differences in campus connectedness were found among Non-White students. Limitations, future directions, and implications for both counseling and graduate programs are discussed.

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Proctor, DiAnne Minghella. "The Role of Graduate Courses in Training Graduate Students in Group Counseling." Thesis, Rivier University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646072.

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Increased demands are being placed on school and mental health counselors as a result of economic pressures, reduction in resources, and changes in health care (Corey, 2012; Poey, 1985; Slocum McEneaney & Gross, 2009) that have created a need for changes in the delivery of counseling services (MacKenzie, 1994). Group counseling is an effective treatment modality that enables school and mental health counselors to meet these rising demands (Burlingame, Fuhriman, & Mosier, 2003; Corey, 2008; Shechtman, 2007). The Professional Standards for the Training of Group Workers developed by the Association for Specialists in Group Work (ASGW, 2000) recommends that graduate counseling programs provide foundational knowledge of skills competencies of group work. The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) identifies group work as one of the eight essential core classes to be taught within graduate programs. Limited research has been conducted to understand how and what graduate counseling students are learning (Conyne, Wilson, Line, Morran, & Ward, 1993). Reflective practice has been identified as an effective teaching method to deliver complex subject matter such as that in the helping fields. Most research has focus on the use of reflective practice in teacher education and the medical fields (Sandars, 2009). This qualitative study examined the use of reflective practice to teach graduate counseling students. Constant comparative analysis provided information about how to teach and what graduate counseling students learn in a single course about group work when reflective practice was used to deliver course material.

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Thomas, Rebecca Arlene. "The Effectiveness of Alternative Dissertation Models in Graduate Education." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5276.

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Historically, the doctoral dissertation has had two purposes: to train young scholars in proper research methodology, and to contribute original findings to research. However, some feel that the traditional dissertation format falls short of these goals for two reasons. First, the majority of dissertations never get published in academic journals, and dissertations are unlikely to get cited in academic articles. Second, many students in doctoral programs see little authenticity in traditional dissertations because the writing style and process differ from that of academic articles. In response to these concerns, many Instructional Technology programs have implemented alternative dissertation formats. This study used survey data to investigate the benefits, challenges, perceptions and current practices of alternative dissertation formats in Instructional Technology. Online surveys were sent to 74 students, 61 alumni, and 38 faculty of Instructional Technology programs in 2010, and 78 students, 43 alumni, and 12 department representatives in 2014. Data were analyzed using qualitative and quantitative methods. Surveys found that alumni who completed alternative dissertation formats received more citations for their dissertations than those who completed traditional dissertations, showing that alternative dissertations increase the likelihood of impact. Additionally, respondents reported that alternative dissertation formats facilitate authenticity and collaboration, and prepare students for a career in academia. However, some participants perceived alternative dissertations as less rigorous than traditional dissertations, with ambiguous requirements and expectations of quality. More research is needed in order to understand current practices for alternative dissertation formats in Instructional Technology.
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Batson-George, Arlene. "Evaluating the Library Training Program for Graduate Psychology Students." Thesis, NSUWorks, 2008. https://nsuworks.nova.edu/fse_etd/115.

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This applied dissertation study utilized the 2007 version of Stufflebeam’s Context Input Process Product Evaluation Model to evaluate the library training program for graduate psychology students at a not-for-profit university in south Florida. The purpose of the study was to evaluate the library training to determine the extent to which desired institutional outcomes and students’ needs were being met. During the 2007-2008 academic year, students received library training by completing an online tutorial known as the e-train module in their first year of study at the university. Data from 14 interviews conducted with librarians, faculty, and students; 100 graded etrain modules; student responses to an online library questionnaire regarding the e-train module; a document containing background information about the library training program for psychology students; and a Southern Association of Colleges and Schools library training report were reviewed and analyzed during the course of the study. Results indicated that the library training needed significant modifications, and students were not acquiring essential library skills. The institution’s librarians and faculty were also dissatisfied with the library training. Based on the study findings, recommendations for changes were provided to the school of psychology and the library. Recommended changes included developing more interactive training that incorporated multimedia elements and integrating library training into the psychology curriculum. In addition, library activities should be tied to specific assignments, and students should receive library training that builds sequentially and developmentally throughout the course of their programs. Study findings played a significant role in the implementation of changes planned for the library training for the following 2008-2009 academic year.
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Thompson, Christa. "Emotional Intelligence and Graduate Student Satisfaction at Online Institutions of Higher Education." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557523.

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The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their level of EI by Mayer-Salovey-Caruso Emotional Intelligence Test v. 2 and satisfaction of overall academic experience measured by the Priorities Survey for Online Learners. Research questions were focused on satisfaction of graduate students and elements of EI including overall EI and the 4 branches of the EI model. Statistical regression analyses revealed no significant relationships between EI, branches of EI, and overall satisfaction. Nevertheless, the results have implications for positive social change. No significant relationship demonstrated between EI and satisfaction may help accentuate other factors such as motivation and expectations that affect student satisfaction. These results can contribute to social change by supporting focus and improvement of the quality of factors that do affect overall satisfaction of students.

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Powers, Chris J. "School Psychology Training in Traumatic Brain Injury Assessment: Current Practices in Graduate Programs." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1446821414.

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Elsey, Vicki. "The career of an occupational psychology graduate : employment, employability and identity." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/27296/.

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This thesis explored the factors contributing to the employability and identity development of occupational psychology graduates at various career stages. A mixed methods approach was taken to achieve three broad aims of the professional doctorate: 1) raising awareness of employability within the occupational psychology (OP) profession; 2) improving theoretical understanding of employability applied to a domain specific occupational sample; and finally 3) enhancing the professional practice of the thesis author. A qualitative study using focus group methodology (N=6) and thematic analysis identified barriers and facilitators to OP employability culminating in six core themes of ‘identity, ‘continuing professional development’, ‘making a difference’, ‘adaptability’, ‘evidence-based practice’ and ‘external environment’ (study 1). These themes were translated into an Occupational Psychologists Facilitators to Employability Scale (OPFES) which was assessed for its psychometric properties (N=88) using exploratory factor analysis. This study also detailed the development of a Subjective Career Satisfaction Scale (SCSS) (study 2). A revised version of the OPFES and measures of employability antecedents (Competence and Psychological Capital) and career success were distributed to the OP community (N=185). An analysis of the demographic data detailed the variety of OP careers. This study emphasised the potential challenges in creating a strong professional identity (study 3). Structural Equation Modelling determined the relationship between employability and career success (objective and subjective) where final models suggested different relationships between employability antecedents and objective and subjective career success (study 4). Finally, a narrative thematic analysis of OP stories (N=20) concluded the thesis (study 5). This study revealed the presence of five identity types: ‘learners’, ‘networkers’, ‘compromisers’, ‘achievers’ and ‘career builders. Each type was present in the career stories adding further support for the concept of ‘career identity complexity’. Overall, findings indicated that the career of an OP graduate was varied, that multiple employability antecedents could enhance career success and that a diversity of strategies were utilised in identity formation. Support was provided for Career Construction Theory and the influence of human capital and personal resources in employability. Reflections on how the research outcomes have impacted on the thesis author’s professional development are discussed throughout. The research programme contributes an evidence base for interventions that can inform MSc curriculum and the ongoing career and professional development of OccPsychs.
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Thompson, Christa. "Emotional Intelligence and Graduate Student Satisfaction at Online Institutions of Higher Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1054.

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The effect of emotional intelligence (EI) among students in education settings could prove essential to determining the needs of student satisfaction leading to retention and graduation. However, lack of research has yet to determine whether EI is an important factor of student satisfaction. The purpose of this quantitative survey study was to determine whether a relationship exists between EI in graduate students and satisfaction with their overall academic experience at their online institution of higher education. Participants included graduate students enrolled in a masters' or doctoral program at an online institution of higher education. They were surveyed to measure their level of EI by Mayer-Salovey-Caruso Emotional Intelligence Test v. 2 and satisfaction of overall academic experience measured by the Priorities Survey for Online Learners. Research questions were focused on satisfaction of graduate students and elements of EI including overall EI and the 4 branches of the EI model. Statistical regression analyses revealed no significant relationships between EI, branches of EI, and overall satisfaction. Nevertheless, the results have implications for positive social change. No significant relationship demonstrated between EI and satisfaction may help accentuate other factors such as motivation and expectations that affect student satisfaction. These results can contribute to social change by supporting focus and improvement of the quality of factors that do affect overall satisfaction of students.
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Books on the topic "Psychology Graduate Education"

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Association, American Psychological. Graduate study in psychology, 2009. 4th ed. American Psychological Association, 2009.

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L, Sands Michael, and Smisson Cassandra P, eds. Directory of graduate programs in applied sprot psychology. Fitness Information Technology, 2004.

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Kozhuhar', Galina, Nikita Kochetkov, Tat'yana Krasilo, et al. Social psychology of education. Practicum. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1014623.

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The workshop presents classic and original author's methods that can be effectively used in project and research work, in consulting practice, in the development of academic disciplines that consider the issues of harmonization of interaction in the educational environment. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For practical classroom and extracurricular activities of undergraduate students studying in the areas of "Psychology" and "Psychological and pedagogical education", as well as for teachers of psychology, pedagogy and psychological and pedagogical disciplines, graduate students and researchers of the relationship of subjects of the educational space. The workshop is addressed to undergraduate students of higher educational institutions who are preparing for professional activities related to the solution of socio-psychological problems of education, upbringing, communication in educational institutions, as well as child-parent and marital relations. Для практических аудиторных и внеаудиторных занятий студентов бакалавриата, обучающихся по направлениям «Психология» и «Психолого-педагогическое образование», а также для преподавателей психологии, педагогики и психолого-педагогических дисциплин, аспирантов и исследователей взаимоотношений субъектов образовательного пространства. Практикум адресован студентам бакалавриата высших учебных заведений, которые готовятся к профессиональной деятельности, связанной с решением социально-психологических проблем обучения, воспитания, общения в образовательных учреждениях, а также детско-родительских и супружеских отношений.
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J, Lopez Shane, and Oehlert Mary E, eds. Competency-based education and training in psychology: A primer. C.C. Thomas, 2000.

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Buskist, William. Preparing for graduate study in psychology: 101 questions and answers. Allyn and Bacon, 1996.

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Buskist, William. Preparing for graduate study in psychology: 101 questions and answers. 2nd ed. Blackwell, 2007.

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Sayette, Michael. Insider's guide to graduate programs in clinical and counseling psychology. 2nd ed. Guilford, 2010.

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Schrade, Ulrich, ed. Dydaktyka szkoły wyższej. Wybrane problemy. Oficyna Wydawnicza Politechniki Warszawskiej, 2010.

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1941-, Bickman Leonard, and Ellis Henry C. 1927-, eds. Preparing psychologists for the 21st century: Proceedings of the National Conference on Graduate Education in Psychology. L. Erlbaum, 1990.

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Simpkinson, Charles H. The common boundary graduate education guide: Holistic programs and resources integrating spirituality and psychology. 2nd ed. Common Boundary, 1994.

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Book chapters on the topic "Psychology Graduate Education"

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Stanton, Mark, and Michele Harway. "Graduate education in couple and family psychology." In APA handbook of contemporary family psychology: Family therapy and training (Vol. 3). American Psychological Association, 2019. http://dx.doi.org/10.1037/0000101-028.

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Istvan, Joseph A., and Joseph D. Matarazzo. "Graduate Education and Training in Health Psychology." In Evaluation and Accountability in Clinical Training. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5281-5_6.

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Camara, Wayne, Sheryl Packman, and Andrew Wiley. "College, graduate, and professional school admissions testing." In APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education. American Psychological Association, 2013. http://dx.doi.org/10.1037/14049-014.

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Zahner, Doris, Dirk Van Damme, Roger Benjamin, and Jonathan Lehrfeld. "Measuring the generic skills of higher education students and graduates: Implementation of CLA+ international." In Assessing undergraduate learning in psychology: Strategies for measuring and improving student performance. American Psychological Association, 2021. http://dx.doi.org/10.1037/0000183-015.

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Bickman, Leonard. "Introduction: Graduate Education in Psychology." In Preparing Psychologists for the 21st Century. Routledge, 2017. http://dx.doi.org/10.4324/9781315089539-1.

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"Investigating Graduate Education in Psychology." In Handbook on Student Development. Routledge, 2013. http://dx.doi.org/10.4324/9780203728383-8.

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"—Graduate Education and Professional Development." In School Psychology and Social Justice. Routledge, 2013. http://dx.doi.org/10.4324/9780203121245-24.

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Kaslow, Nadine J., W. Brad Johnson, Jesse Owen, Kelley Quirk, and Emil Rodolfa. "Selecting Graduate Students." In The Oxford Handbook of Education and Training in Professional Psychology. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199874019.013.018.

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Myers, Roger A. "Issues of Cultural Diversity in Graduate Education in Psychology." In Preparing Psychologists for the 21st Century. Routledge, 2017. http://dx.doi.org/10.4324/9781315089539-18.

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Dunn, Dana S., and Susan Burns. "Advising Students about Graduate School in Nonpsychology Fields." In The Oxford Handbook of Undergraduate Psychology Education. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199933815.013.056.

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Conference papers on the topic "Psychology Graduate Education"

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Křeménková, Lucie. "Generational And Sex Differences In Relation To Empathy Among Pre-Graduate Teachers." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.91.

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McLachlan, Kathryn, Linda Yeomans, and Keith-Zhi-Guo Lim. "A competency development approach to learning for employment." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5421.

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Higher Education Institutions are increasingly aware of industry expectations regarding work-ready graduates. Work Integrated learning and co-operative education initiatives are widely acknowledged for improving professional skills and work readiness, however, graduates often lack the ‘soft’ skills (communication, collaboration, problem solving) deemed essential for enhanced productivity and innovation in the workplace, i.e. employability skills (Jackson, 2010). Anecdotal evidence from the Professional and Community Engagement (PACE) program at Macquarie University identified the difficulties that students experience in self-assessing employability skills. One research study highlighted the inflated self-perceptions and an overall lack of humility often associated with recent graduates (Papadopoulos 2010, cited in Jackson 2015). This paper discusses the theoretical and practical development of a competency development approach to learning for employment using an Assessment Centre process model currently embedded in the curriculum of one PACE unit. Developed and coordinated by post-graduate psychology students, the model provides a set of behavioural criteria by which to assess student employability skills. While there is little evidence in the literature of the use of AC's for enhancing undergraduate employability, (see Keele et al, 2010), preliminary research and evaluation findings from this project, suggest that the AC process can have a positive influence on the development of the ‘soft’ skills of employability
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Mayorga-Sánchez, Mario Alfredo, and Gonzalo Zubieta. "Interactions with geometric figures: A case with graduate students." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-100.

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Tyagi, Pawan, Wondwosen Demisse, Marzieh Savadkoohi, and Takele Gemeda. "Positive Intelligence Training to Develop Self-Awareness for Enhancing Student Learning Potential During Higher Education." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23845.

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Abstract Positive intelligence (PI) training can produce a transformative impact on college students. PI, a branch of human psychology, provides a tool to identify significant compulsive habits that can inhibit students’ learning potential and ability to understand others. This paper discusses the two training methods adopted for teaching graduate and undergraduate students. It is considered that including such training is fundamentally crucial for developing 21st century STEM workforce with a well-rounded personality. However, PI training may consume a significant class time allocated for covering course contents under the degree-specific curriculums. Starting a new course may increase the credit overload beyond the approved BS and graduate credits. This paper discusses introducing different modules in the existing classes to foster PI training. The PI training method for undergraduate students focuses on self-education via online videos and freely available content and self-assessment tests. Undergraduate students were given a set of questions to guide them about the important PI topics and to pay attention while self-learning the PI elements. The PI assignment starts with the familiarization of the Maslow hierarchy of needs governing the motivation behind human actions. This assignment mainly focuses on understanding the “sage” mode in which a human tends to utilize his/her latent and earned skills towards the attainment of goals and living life purposefully. The PI assignment had several questions on self-sabotaging “saboteurs” and judging traits that almost everyone develops as a survival mechanism while facing emotional and physical survival challenges for an extended period. During class discussion, students were exposed to their hidden/invisible saboteurs which could be easily triggered by unrealistic mental threats and thus compromise their learning function and performance. Students were asked to take free online self-assessment saboteur test to find the numerical values of their traits and do self-evaluation and plan to counteract the effect of self-sabotaging habits. PI training fulfills ABET student learning outcomes focusing on developing their life-long learning skills. This paper mainly discusses the PI training for graduate students under the mechanical engineering department. PI training is one of the first and essential modules in the mandatory MECH 500 Research Methods and Technical Communication course. Graduate students enrolled in this course are first introduced to the importance of PI and its potential impact in developing self-efficacy. After the initial introduction, graduate students are asked to do the following (a) Complete the abovementioned assignment given to the undergraduate student, (b) prepare a presentation on PI by including their insights for class discussion. After the PI training, students were asked to reflect on their competence in PI and the ability to apply it. In the survey and direct feedback, students expressed the value and appreciation for the PI training. Students also expressed the need to provide this training to large masses for developing an emotionally mature society of parents, teachers, and students, producing creative, innovative, and emphatic civilization.
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Pohnětalová, Yveta. "School Performance Motivation Of Homeschool Graduates." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.37.

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Prohorovs, Anatolijs. "Participation Of Graduates Studying Management In Scientific Projects: Benefits And Problems." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.77.

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Bagirova, Anna. "GRADUATES COMPETENCE AS A RESULT OF PROFESSORS WORK." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.044.

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Ignatenko, Marina S., and Evgenia A. Telnova. "Comparative analysis of professional self-awareness in first-year students and graduates of a pedagogical university." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-94.

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SILION, PATRICIA, DIANA PAULA DUDĂU, and RALUCA TOMŞA. "Impostor phenomenon and test anxiety among Romanian graduates of Waldorf School compared to those of traditional education." In Psychology and the realities of the contemporary world. Romanian Society of Experimental Applied Psychology, 2016. http://dx.doi.org/10.15303/rjeap.2016.si1.a48.

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Mocanu, Cristina. "SKILLS AND EMPLOYABILITY OF HIGHER EDUCATION GRADUATES FROM ROMANIA AND BULGARIA: THE EMPLOYERS PERSPECTIVE." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.106.

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