Reply by asking the following:
Ask a probing question and provide the foundation, or rationale, for the question.
Expand on your colleague’s posting by offering a new perspective or insight.
Agree or disagree with a colleague and offer additional (new) supporting information and perspectives for consideration.
This week the search initially did not go well. At least not in my opinion. I first began with introduction to psychology (including variations) psychology classes, psychology class. I added community health needs assessments (CHNA) or social determinants of health (SDOH). It can be frustrating to search for articles, finding some, and then they are not available. I ran into this a few times. No articles included psychology classes and CHNA or SDOH. “Persistent gaps in the literature should be noted in your literature review, along with details of your unsuccessful attempts to identify any relevant studies” (Galvin et al., 2017, p. 47). Adding systematic and literature reviews led to articles with topics which included motivation, attendance, and academic achievement. Changing databases, generalizing keywords, and allowing articles to lead to specific topic of interested produced important psychology class subjects. Golden, (2011) addressed academic achievement in a large classroom setting and Bostwick et al., (2018) focused on the role of attendance in lecture classes.
Potential gaps in Golding (2011) are “preferably using experimental designs or archival methodologies that allow for more clear-cut answers to specific questions about the role of attendance and future research should use meta-analyses to investigate the relationship between attendance policies and grades as well as additional measures of both classroom and student characteristics (pgs. 41-42). Locating several studies that address the role of attendance in psychology classes in different environments may fill a gap in the literature.
With regard to Bostwick et al., (2018), the study was limited to 31% of subjects reached, “study was aimed at testing a minimal intervention design, we did not instruct participants to read the message and devoted no time and attention to it in class” (p. 190). The limitations of this study suggest future research focus on recruiting and securing a larger sample sizes and reiterating the process/activity to increase participation.
Reading the literature is the key to discovering topics that need additional research. Conclusions, suggestions for future research, and limitations led me to important topics. Narrowing the focus early on was frustrating.
Bostwick, K. C. P., & Becker-Blease, K. A. (2018). Quick, Easy Mindset Intervention Can Boost Academic Achievement in Large Introductory Psychology Classes. Psychology Learning & Teaching, 17(2), 177–193.
Galvan, J. L., & Galvin, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (7th ed). New York: Routledge.
Golding, J. M. (2011). The Role of Attendance in Lecture Classes: You Can Lead a Horse to Water. Teaching of Psychology, 38(1), 40–42.
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