Against All Odds: Students' Interest in, and Perceived Value of, Research and Nonresearch Psychology Subjects

Lloyd-Lewis, Benjamin L., Miller, Dan J., and Krause, Amanda E. (2024) Against All Odds: Students' Interest in, and Perceived Value of, Research and Nonresearch Psychology Subjects. Psychology Learning & Teaching, 23 (1). pp. 65-89.

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Abstract

Although research literacy is necessary for the competent delivery of psychological services, many psychology students hold negative attitudes toward research subjects. The current study explored undergraduate students’ perceptions of research subjects relative to nonresearch subjects. A sample of 249 Australian (45.4%) and Singaporean (54.6%) first-year university students (Mage = 21.27, SDage = 5.14, females = 75.9%) indicated their interest in, and perceived value of, 32 psychology subjects (based on title and a short description). They also nominated their most/least interested and valued subject and provided a free-text explanation for their selections. Participants perceived research subjects as significantly less interesting and valuable relative to nonresearch subjects (d values were indicative of a large difference for interest and a small-to-medium different for value). Cluster analysis indicated that research subjects are seen as distinct, forming their own cluster. This finding was supported by thematic analysis of participants’ open-ended responses. Students considered research subjects to be especially difficult, requiring skills they did not possess or enjoy using (e.g., mathematics), and lacking relevance to their future studies and intended careers. The findings suggest that research methods instructors should aim to emphasize the relevance of research to practice in high interest areas (e.g., psychopathology).

Item ID: 81492
Item Type: Article (Research - C1)
ISSN: 2057-3022
Keywords: Tertiary psychology education, teaching and learning, statistics and research methodology, research education, undergraduate students
Copyright Information: © The Author(s) 2023. CC BY-NC 4.0
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OSF page with code can be found at https://doi.org/10.17605/OSF.IO/Z5VUR

Date Deposited: 03 Jan 2024 03:19
FoR Codes: 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520105 Psychological methodology, design and analysis @ 30%
52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 40%
39 EDUCATION > 3903 Education systems > 390303 Higher education @ 30%
SEO Codes: 28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 50%
16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 50%
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