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

Article English OPEN
Robert J. Sternberg ; Karin Sternberg ; Rebel J. E. Todhunter (2017)
  • Publisher: MDPI AG
  • Journal: Journal of Intelligence (issn: 2079-3200)
  • Related identifiers: doi: 10.3390/jintelligence5040034
  • Subject: reasoning about teaching | reasoning about research | Social sciences (General) | H1-99 | reasoning | fluid abilities | successful intelligence
    acm: ComputingMilieux_COMPUTERSANDEDUCATION | ComputingMilieux_THECOMPUTINGPROFESSION

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.
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