The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students

Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience of psychology students across different levels of their programme. Across two studies, first year students’ experience of using Turningpoint clickers and second year students’ experience of using Poll Everywhere was investigated. Evaluations of both studies revealed that SRS has a number of positive impacts on learning, including enhanced engagement, active learning, peer interaction, and formative feedback. Technical and practical issues emerged as consistent barriers to the use of SRS. Discussion of these findings and the authors’ collective experiences of these technologies are used to provide insight into the way in which SRS can be effectively integrated within undergraduate psychology programmes.

Does Emotional Intelligence have a “Dark” Side? A Review of the Literature

Emotional intelligence (EI) was once touted as the ‘panacea’ for a satisfying and successful life. Consequently, there has been much emphasis on developing interventions to promote this personal resource in applied settings. Despite this, a growing body of research has begun to identify particular contexts when EI does not appear helpful and may even be deleterious to a person, or those they have contact with, suggesting a ‘dark’ side to the construct. This paper provides a review of emergent literature to examine when, why and how trait and ability EI may contribute to negative intrapersonal (psychological ill-health; stress reactivity) and interpersonal outcomes (emotional manipulation; antisocial behaviour). Negative effects were found to operate across multiple contexts (health, academic, occupational) however these were often indirect, suggesting that outcomes depend on pre-existing qualities of the person. Literature also points to the possibility of ‘optimal’ levels of EI – both within and across EI constructs. Uneven profiles of self-perceptions (trait facets) or actual emotional skills contribute to poorer outcomes, particularly emotional awareness and management. Moreover, individuals who possess high levels of skill but have lower self-perceptions of their abilities fare worse that those with more balanced profiles. Future research must now improve methodological and statistical practices to better capture EI in context and the negative corollary associated with high levels.