Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-29T19:12:26.653Z Has data issue: false hasContentIssue false
  • English
  • Français

Practicing what “we are learning”: Insights and perspectives from graduate student instructors

Published online by Cambridge University Press:  08 February 2021

Thomas B. Ayres Open the ORCID record for Thomas B. Ayres [Opens in a new window]  and
Chase A. Winterberg Open the ORCID record for Chase A. Winterberg [Opens in a new window]
Thomas B. Ayres*
Affiliation:
Department of Psychology, The University of Tulsa
Chase A. Winterberg
Affiliation:
Department of Psychology, The University of Tulsa
*
*Corresponding author. Email: [email protected].
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 13 , Issue 4 , December 2020 , pp. 577 - 580
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

We would like to thank Dr. Bradley Brummel and Dr. Jennifer Ragsdale for their help reviewing this commentary.

References

Alliger, G. M. Tannenbaum, S. I. BennettJr., W. Traver, H. & Shotland, A. (1997). A meta-analysis of the relations among training criteria. Personnel Psychology, 50(2), 341–358.CrossRefGoogle Scholar
Bandura, A. (1982). Self-efficacy mechanisms in human behavior. American Psychologist, 37, 122–147.CrossRefGoogle Scholar
Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93, 296–316.CrossRefGoogle Scholar
Bettinger, E. P., Long, B. T., & Taylor, E. S. (2016). When inputs are outputs: The case of graduate student instructors. Economics of Education Review, 52, 63–76.CrossRefGoogle Scholar
Chung, J. E., Park, N., Wang, H., Fulk, J., & McLaughlin, M. (2010). Age differences in perceptions of online community participation among non-users: An extension of the technology acceptance model. Computers in Human Behavior, 26, 1674–1684.CrossRefGoogle Scholar
Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level, multi-domain perspective. Leadership Quarterly, 6, 219–247.CrossRefGoogle Scholar
Kath, L., Salter, N., Bachiochi, P., Brown, K., & Hebl, M. (2021). Teaching I-O psychology to undergraduate students: Do we practice what we preach? Industrial and Organizational Psychology, 13(4), 443–460.Google Scholar
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717.CrossRefGoogle ScholarPubMed
Ng, K. Y., Koh, C., Ang, S., Kennedy, J. C., & Chan, K. Y. (2011). Rating leniency and halo in multisource feedback ratings: Testing cultural assumptions of power distance and individual-collectivism. Journal of Applied Psychology, 96, 1033–1044.CrossRefGoogle Scholar
Salas, E. Tannenbaum, S. I. Kraiger, K. & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74–101.CrossRefGoogle ScholarPubMed