Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines

Robert J. Sternberg; Karin Sternberg; Rebel J. E. Todhunter

doi:10.3390/jintelligence5040034

Journal of Intelligence (Nov 2017)

Measuring Reasoning about Teaching for Graduate Admissions in Psychology and Related Disciplines

Robert J. Sternberg,
Karin Sternberg,
Rebel J. E. Todhunter

Affiliations

Robert J. Sternberg: Department of Human Development, Cornell University, Ithaca, NY 14853, USA
Karin Sternberg: Department of Human Development, Cornell University, Ithaca, NY 14853, USA
Rebel J. E. Todhunter: Department of Human Development, Cornell University, Ithaca, NY 14853, USA

DOI: https://doi.org/10.3390/jintelligence5040034
Journal volume & issue: Vol. 5, no. 4
p. 34

Abstract

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Teaching- and teaching-evaluation skills are critically important to professional success in psychology and related disciplines. We explored the possibility of measuring reasoning-about-teaching skills as a supplementary measure for admissions in psychology and related behavioral-sciences disciplines. We tested 103 students for their reasoning about teaching and their reasoning about research, as well as for their cognitive- (abstract reasoning) and educational skills. We found that women performed better than men on our reasoning-about-teaching measure, and that factorially, our reasoning-about-teaching measure clustered with our reasoning-about-research measures but not with our measures of abstract cognitive reasoning and educational skills.

Published in Journal of Intelligence

ISSN: 2079-3200 (Online)
Publisher: MDPI AG
Country of publisher: Switzerland
LCC subjects: Social Sciences: Social sciences (General)
Website: https://www.mdpi.com/journal/jintelligence

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