BEGIN:VCALENDAR PRODID: 1 VERSION:2.0 METHOD:PUBLISH X-WR-TIMEZONE: America/Los_Angeles DTSTAMP: 20260531T131737 BEGIN:VEVENT UID: info@vconferenceonline.com SUMMARY:Teaching of Psychology Papers: Issues of Academic Performance PRIORITY:0 CATEGORIES:SESSION CLASS:PUBLIC DTSTART:20200618T110000 DTEND:20200618T122000 URL: https://event.vconferenceonline.com DESCRIPTION:CHAIR: JASON SPIEGELMAN

11:00am - 11:15am
THE EFFECT OF THE "MIDTERM PERIOD" ON STRESS, ANXIETY AND ACADEMIC PERFORMANCE
MAYSA DESOUSA (SPRINGFIELD COLLEGE)
In order to assess how unofficial midterm periods impact heath and academic performance in college students, the current study aimed to: 1) identify whether students do have a significantly greater workload during a two-week period in the middle of the semester (midterm), and 2) discover whether this two-week period was associated with more perceived stress, more anxiety, and lower test scores. Findings support the existence of increased workload and increased perceived stress during this period.

11:20am - 11:35am
RELATIONSHIP BETWEEN PERSONALITY TYPE AND PREFERRED TEACHING METHODS FOR UNDERGRADUATE COLLEGE STUDENTS
LAURIE MURPHY, NINA EDULJEE, KAREN CROTEAU, SUZANNE PARKMAN (SAINT JOSEPH'S COLLEGE OF MAINE)
This study examined the relationship between Myers-Briggs Type Indicator (MBTI) personality types and preferred teaching methods for 507 undergraduate students. Across all MBTI dichotomies, students indicated a preference for teaching methods that involved lecturer-student interaction, using visual tools such as PowerPoint, and demonstrations and practice. Significant differences were obtained between the MBTI dichotomies and preferred teaching methods. The results demonstrate the importance of faculty tailoring their instruction to accommodate the needs of their students. LOCATION: END:VEVENT END:VCALENDAR