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Scholarship of Teaching and Learning in Psychology

Scholarship of Teaching and Learning in Psychology

Incoming Editor: Karen Brakke, PhD
Outgoing Editor: Dana S. Dunn, PhD
ISSN 2332-2101
eISSN 2332-211X
Open access offered
Published quarterly, beginning in March 2015

Scholarship of Teaching and Learning in Psychology features teacher-ready reviews of current research and contemporary theories as well as empirical research designed to foster systematic intentional changes to improve teaching and learning outcomes.

Our mission is to leverage psychological science to provide resources that integrate research, theory, and practice to benefit high school, community college, college, and university psychology educators and their students.

Disclaimer: APA and the editors of Scholarship of Teaching and Learning in Psychology assume no responsibility for statements and opinions advanced by the authors of its articles.

More About The Journal

Call for submissions

Scholarship of Teaching and Learning in Psychology welcomes submissions that align with its submission guidelines.

Calls for papers

Most cited

published in the last 5 years

Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students.

Besser, Avi; Flett, Gordon L.; Zeigler-Hill, Virgil

Student evaluations of transitioned-online courses during the COVID-19 pandemic.

Garris, Christopher P.; Fleck, Bethany

The Introductory Psychology Census: A national study.

Richmond, Aaron S.; Boysen, Guy A.; Hudson, Danae L.; Gurung, Regan A. R.; Naufel, Karen Z.; Neufeld, Garth; Landrum, R. Eric; Dunn, Dana S.; Beers, Melissa

Psychology students’ motivation and learning in response to the shift to remote instruction during COVID-19.

Usher, Ellen L.; Golding, Jonathan M.; Han, Jaeyun; Griffiths, Caiti S.; McGavran, Mary Beth; Brown, Christia Spears; Sheehan, Elizabeth A.

The impact of COVID-19 on university students’ academic motivation, social connection, and psychological well-being.

Marler, Emily K.; Bruce, Madeline J.; Abaoud, Abdulaziz; Henrichsen, Courtney; Suksatan, Wanich; Homvisetvongsa, Sukuman; Matsuo, Hisako

Most downloaded

published in the last 5 years

Teaching cognitive dissonance theory: Practical advice for the classroom.

de Vries, Jan; McGrath, April; Vaidis, David

Pilot study of self-determination theory and motivational interviewing intervention targeting need satisfaction, motivation, and procrastination.

Oram, Rylee; Dou, Angela; Rogers, Maria

Misconceptions about psychology after taking introductory psychology.

Bernstein, Douglas A.; Cameron, E. Leslie; Khanna, Maya M.; McGee, Jennifer; Smith, Erin I.; Bihun, Joan T.; McBride, Eileen; Uruena-Agnes, Adriana R.; Stanley, Caroline M.; Lamana-Finn, Kim

Addressing stigmatization of psychological disorders in introductory psychology.

Shedlosky-Shoemaker, Randi; Strassle, Carla G.; Deffler, Samantha A.; Engler, Jennifer N.

“Enhance—Yes, replace—No”: Psychology students’ perceptions of artificial intelligence in psychological practice and education.

Karakas, Gabriella; du Plooy, Daniel R.; Chapman, Andrew

Scholarship of Teaching and Learning in Psychology in the spotlight

Editor Spotlight: Karen Brakke, PhD

Karen Brakke, PhD, Scholarship of Teaching and Learning in Psychology

Scholarship of Teaching and Learning in Psychology encourages instructors to recognize the scholarly value of their classroom practices
Editor Spotlight

Psychology’s diversity problem

To change the diversity makeup of the psychology workforce, educators must ramp up support and opportunities for students of color and break the bottleneck of obstacles the profession has created.
Monitor on Psychology

Lessons of the pandemic

Online learning has taught psychology instructors how to better connect with students.
Monitor on Psychology

Dana S. Dunn, PhD

Dr. Dana S. Dunn prioritizes the publication of the very best basic research and application of psychological science where teaching and learning issues are concerned.
Editor Spotlight
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