Australian Journal of Psychology

Cover image for Vol. 66 Issue 3

Edited By: Nigel Bond

Impact Factor: 0.66

ISI Journal Citation Reports © Ranking: 2013: 84/127 (Psychology Multidisciplinary)

Online ISSN: 1742-9536

Associated Title(s): Australian Psychologist, Clinical Psychologist

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Australian Journal of Psychology top articles

Read the top Australian Journal of Psychology articles online:

A 5-year systematic strategy to reduce plagiarism among first-year psychology university students
Caleb Owens and Fiona A. White

Evidence-based teaching: Tools and techniques that promote learning in the psychology classroom
Dana S. Dunn, Bryan K. Saville, Suzanne C. Baker and Pam Marek

Enhancing critical analysis and problem-solving skills in undergraduate psychology: An evaluation of a collaborative learning and problem-based learning approach
Gery C. Karantzas, Michelle R. Avery, Susie Macfarlane, Alexander Mussap, Gregory Tooley, Zoe Hazelwood and Julie Fitness

Qualitative research in psychology: Attitudes of psychology students and academic staff
Kate Povee and Lynne D. Roberts

Peer mentoring: Supporting successful transition for first year undergraduate psychology students
Andrea Chester, Lorelle J. Burton, Sophie Xenos and Karen Elgar

About the journal

Australian Journal of Psychology is the premier scientific journal of the Australian Psychological Society. It covers the entire spectrum of psychological research and receives articles on all topics within the broad scope of the discipline. The journal publishes high quality peer-reviewed articles with reviewers and associate editors providing detailed assistance to authors to reach publication.

Australian Journal of Psychology news

Wiley-Blackwell is pleased to announce that the Australian Journal of Psychology's Impact Factor is now 1.078. Congratulations to the editors and authors who have contributed to this achievement.

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Australian Journal of Psychology special issue on the teaching of psychology

Improving tertiary student learning outcomes is important both for the individual student and for society in general. Psychology educators have the opportunity to both create and apply psychological knowledge to improve outcomes for all students, as well as increase psychological literacy more broadly. This special issue contains six empirical papers, as well as brief overviews of (a) evidence-based teaching and learning strategies that can be applied in the classroom, and (b) appropriate methodological approaches to conducting research on student learning.

Toward psychological literacy: A snapshot of evidence-based learning and teaching
Jacquelyn Cranney

Evidence-based teaching: Tools and techniques that promote learning in the psychology classroom
Dana S. Dunn, Bryan K. Saville, Suzanne C. Baker and Pam Marek

A 5-year systematic strategy to reduce plagiarism among first-year psychology university students
Caleb Owens and Fiona A. White

A brief measure of student perceptions of the educational value of research participation
Lynne D. Roberts and Peter J. Allen

Peer mentoring: Supporting successful transition for first year undergraduate psychology students
Andrea Chester, Lorelle J. Burton, Sophie Xenos and Karen Elgar

Enhancing critical analysis and problem-solving skills in undergraduate psychology: An evaluation of a collaborative learning and problem-based learning approach
Gery C. Karantzas, Michelle R. Avery, Susie Macfarlane, Alexander Mussap, Gregory Tooley, Zoe Hazelwood and Julie Fitness

Teaching intercultural competencies in introductory psychology via application of the Excellence in Cultural Experiential Learning and Leadership model
Vikki E. Knott, Anita S. Mak and James T. Neill

Developing psychological literacy: Student perceptions of graduate attributes
Sue Morris, Jacquelyn Cranney, Jun Mo Jeong and Leigh Mellish

Benchmarks for scholarly investigations of teaching and learning
Georjeanna Wilson-Doenges and Regan A R. Gurung

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