Introductory Psychology Topics and Student Performance: Where's the Challenge?

Andrew C. Peck, Rahan S. Ali, Max E. Levine, Robert L. Matchock

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

Conventional wisdom is that some topics in introductory psychology are more difficult for students than others. Such wisdom seems reasonable given mismatches between students' and instructors' expectations and variations in both instructor expertise and student motivation across topical areas. Five instructors pooled students' exam performance data to investigate topical difficulty. Data showed that students performed better on questions about social psychology, memory, consciousness, and development than questions about biopsychology and emotion. Discussion includes possible explanations and considerations for course planning.

Original languageEnglish (US)
Pages (from-to)167-170
Number of pages4
JournalTeaching of Psychology
Volume33
Issue number3
DOIs
StatePublished - Jul 2006

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psychology
Students
Psychology
instructor
performance
student
wisdom
Social Psychology
social psychology
mismatch
Consciousness
consciousness
Motivation
Emotions
expertise
emotion
planning

All Science Journal Classification (ASJC) codes

  • Education
  • Psychology(all)

Cite this

Peck, Andrew C. ; Ali, Rahan S. ; Levine, Max E. ; Matchock, Robert L. / Introductory Psychology Topics and Student Performance : Where's the Challenge?. In: Teaching of Psychology. 2006 ; Vol. 33, No. 3. pp. 167-170.
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Introductory Psychology Topics and Student Performance : Where's the Challenge? / Peck, Andrew C.; Ali, Rahan S.; Levine, Max E.; Matchock, Robert L.

In: Teaching of Psychology, Vol. 33, No. 3, 07.2006, p. 167-170.

Research output: Contribution to journalArticle

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