Formal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Study

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dc.WoS.categoriesPsychology, Multidisciplinaryen_US
dc.contributor.authorSoyyılmaz, Demet
dc.date.accessioned2021-03-09T09:41:09Z
dc.date.available2021-03-09T09:41:09Z
dc.date.issued2017-02-10
dc.description.abstractScientific thinking is a predicate for scientific inquiry, and thus important to develop early in psychology students as potential future researchers. The present research is aimed at fathoming the contributions of formal and informal learning experiences to psychology students' development of scientific thinking during their 1st-year of study. We hypothesize that informal experiences are relevant beyond formal experiences. Firstyear psychology student cohorts from various European countries will be assessed at the beginning and again at the end of the second semester. Assessments of scientific thinking will include scientific reasoning skills, the understanding of basic statistics concepts, and epistemic cognition. Formal learning experiences will include engagement in academic activities which are guided by university authorities. Informal learning experiences will include non-compulsory, self-guided learning experiences. Formal and informal experiences will be assessed with a newly developed survey. As dispositional predictors, students' need for cognition and self-efficacy in psychological science will be assessed. In a structural equation model, students' learning experiences and personal dispositions will be examined as predictors of their development of scientific thinking. Commonalities and differences in predictive weights across universities will be tested. The project is aimed at contributing information for designing university environments to optimize the development of students' scientific thinking.en_US
dc.fullTextLevelFull Texten_US
dc.identifier.doi10.3389/fpsyg.2017.00133en_US
dc.identifier.pmid28239363en_US
dc.identifier.scopus2-s2.0-85013995348en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.urihttps://hdl.handle.net/11411/3348
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2017.00133
dc.identifier.wosWOS:000393639900001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.nationalInternationalen_US
dc.numberofauthors7en_US
dc.publisherFRONTIERS MEDIA SAen_US
dc.relation.ispartofFRONTIERS IN PSYCHOLOGYen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectepistemic cognitionen_US
dc.subjectinformal learningen_US
dc.subjectneed for cognitionen_US
dc.subjectself-efficacyen_US
dc.subjectscientific thinkingen_US
dc.subjectpsychology studentsen_US
dc.titleFormal and Informal Learning and First-Year Psychology Students' Development of Scientific Thinking: A Two-Wave Panel Studyen_US
dc.typeArticleen_US
dc.volume8en_US

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