Course Name | Experimental Social Psychology |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
PSY 554 | Fall/Spring | 3 | 0 | 3 | 7.5 |
Prerequisites | None | |||||
Course Language | English | |||||
Course Type | Elective | |||||
Course Level | Second Cycle | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | DiscussionQ&AApplication: Experiment / Laboratory / Workshop | |||||
Course Coordinator | - | |||||
Course Lecturer(s) | ||||||
Assistant(s) |
Course Objectives | The goal of this course is to introduce the students with the experimental approaches and methods used in social psychology. |
Learning Outcomes | The students who succeeded in this course;
|
Course Description | This course has been designed to introduce the experimental designs on different perspectives of social psychology. |
Related Sustainable Development Goals |
| Core Courses | |
Major Area Courses | X | |
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Course Description | |
2 | Research Problem | |
3 | Literature Review | |
4 | Literature Review | |
5 | Literature Review | |
6 | Presentation (Literature) | |
7 | Hypothesis & Design | |
8 | Material/Setup | |
9 | Data Collection | |
10 | Data Collection | |
11 | Data Analysis | |
12 | Result | |
13 | Discussion of the Results and Preparing for Presentation | |
14 | Oral Presentation | |
15 | Review of the Semester | |
16 | Review of the Semester |
Course Notes/Textbooks | |
Suggested Readings/Materials | Apers, C., & Derous, E. (2017). Are they accurate? Recruiters' personality judgments in paper versus video resumes. Computers in Human Behavior, 73, 9-19. doi:10.1016/j.chb.2017.02.063 Chen, M., Chen, C. C., & Sheldon, O. J. (2016). Relaxing moral reasoning to win: How organizational identification relates to unethical pro-organizational behavior. Journal of Applied Psychology, 101(8), 1082-1096. doi:10.1037/apl0000111 Derous, E. (2017). Ethnic Minorities’ Impression Management in the Interview: Helping or Hindering? Frontiers in Psychology, 08. doi:10.3389/fpsyg.2017.00086 Derous, E., & Decoster, J. (2017). Implicit Age Cues in Resumes: Subtle Effects on Hiring Discrimination. Frontiers in Psychology, 8. doi:10.3389/fpsyg.2017.01321 Derous, E., Pepermans, R., & Ryan, A. M. (2016). Ethnic discrimination during résumé screening: Interactive effects of applicants’ ethnic salience with job context. Human Relations, 70(7), 860-882. doi:10.1177/0018726716676537 Derous, E., Pepermans, R., & Ryan, A. M. (2016). Ethnic discrimination during résumé screening: Interactive effects of applicants’ ethnic salience with job context. Human Relations, 70(7), 860-882. doi:10.1177/0018726716676537 Hershcovis, M. S. (2017). When fellow customers behave badly: Witness reactions to employee mistreatment by customers. Journal of Applied Psychology, 102(11), 1528-1544. doi:10.1037/apl0000249 Hershcovis, M. S., & Bhatnagar, N. (2017). When fellow customers behave badly: Witness reactions to employee mistreatment by customers. Journal of Applied Psychology, 102(11), 1528-1544. doi:10.1037/apl0000249 Hiemstra, A. M., Derous, E., & Born, M. P. (2017). Psychological predictors of cultural diversity support at work. Cultural Diversity and Ethnic Minority Psychology, 23(3), 312-322. doi:10.1037/cdp0000141 Mero, N. P., & Motowidlo, S. J. (1995). Effects of rater accountability on the accuracy and the favorability of performance ratings. Journal of Applied Psychology, 80(4), 517-524. doi:10.1037/0021-9010.80.4.517 Moore, C., Lee, S. Y., Kim, K., & Cable, D. M. (2017). The advantage of being oneself: The role of applicant self-verification in organizational hiring decisions. Journal of Applied Psychology, 102(11), 1493-1513. doi:10.1037/apl0000223 Roulin, N., Bangerter, A., & Levashina, J. (2014). Honest and Deceptive Impression Management in the Employment Interview: Can It Be Detected and How Does It Impact Evaluations? Personnel Psychology, 68(2), 395-444. doi:10.1111/peps.12079 Ryan, A. M., Reeder, M. C., Golubovich, J., Grand, J., Inceoglu, I., Bartram, D., … Yao, X. (2017). Culture and Testing Practices: Is the World Flat? Applied Psychology, 66(3), 434-467. doi:10.1111/apps.12095 Schneider, L., Powell, D. M., & Roulin, N. (2015). Cues to Deception in the Employment Interview. International Journal of Selection and Assessment, 23(2), 182-190. doi:10.1111/ijsa.12106 Van Rensburg, Y. J., De Kock, F. S., & Derous, E. (2018). Narrow facets of honesty-humility predict collegiate cheating. Personality and Individual Differences, 123, 199-204. doi:10.1016/j.paid.2017.11.006 Wille, L., & Derous, E. (2017). Getting the Words Right: When Wording of Job Ads Affects Ethnic Minorities’ Application Decisions. Management Communication Quarterly, 31(4), 533-558. doi:10.1177/0893318917699885 Wille, L., & Derous, E. (2018). When Job Ads Turn You Down: How Requirements in Job Ads May Stop Instead of Attract Highly Qualified Women. Sex Roles. doi:10.1007/s11199-017-0877-1 |
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | 2 | 60 |
Project | 1 | 40 |
Seminar / Workshop | ||
Oral Exam | ||
Midterm | ||
Final Exam | ||
Total |
Weighting of Semester Activities on the Final Grade | 2 | 60 |
Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 13 | 6 | 78 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | |||
Presentation / Jury | 2 | 32 | |
Project | 1 | 35 | |
Seminar / Workshop | |||
Oral Exam | |||
Midterms | |||
Final Exams | |||
Total | 225 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | To be able to advance and deepen undergraduate level psychological knowledge to an expert level. | X | ||||
2 | To be able to examine acquired knowledge on an interdisciplinary basis and understand the interaction between psychology and other related disciplines. | |||||
3 | To be able to use the acquired institutional and applied psychology knowledge at an expert level. | X | ||||
4 | To be able to aim and channel learning efforts, to independently conduct and manage advanced level studies and to critically evaluate psychological knowledge. | X | ||||
5 | To be able to solve problems requiring expertise using scientific research methods, to develop new knowledge by integrating psychological information with multidisciplinary information. | X | ||||
6 | To be able to independently assume a problem, develop a problem solving method, solve the problem, assess the outcomes and apply this method when needed. | X | ||||
7 | To be able to act according to ethical and scientific standards in collecting, evaluating and sharing data as well as be able to act as an inspector and instructor in the maintenance and transference of ethical values. | X | ||||
8 | To be able to take responsibility and develop new strategies and methods for intervention in the presence of unexpected and complicated problems. | X | ||||
9 | To be able to systematically communicate one’s own studies and the psychological agenda both written, oral and visually to psychologists and non psychologists. | X | ||||
10 | To be able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. | X | ||||
11 | To be able to use computer software as well as other informatics and communication technologies required in psychology at an advanced level. |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest