A model of the relationships among measures of affect, aptitude, and performance in introductory statistics.

Investigated a number of variables believed to influence the achievement of first-year undergraduate university students enrolled in an introductory statistics course. 166 students completed a self-report inventory consisting of affective measures such as attitude toward learning statistics, motivational intensity, and anxiety experienced in their statistics course. In addition to measures of achievement in the course, the authors obtained measures of performance in previous mathematics and psychology university courses. Two structural equation models were tested relating achievement in the course to variables in the inventory. The general structure of the models was based on R. C. Gardner's socio-educational model of second-language learning (1985). Results support the hypotheses that both motivation and aptitude contribute to the prediction of achievement in statistics as suggested by R. N. Lalonde and R. C. Gardner (1993). Furthermore, support for a direct link between anxiety and achievement in statistics was found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The status and role of quantitative methods in psychology: Past, present, and future perspectives.

Highlights salient weaknesses in the current training of graduate students in psychology. In particular, training in the areas of statistics, measurement, and research methods tends to be rooted in past traditions, rather than exemplifying current advancements in the area of quantitative methods. Ways by which these limitations may be addressed through a strengthening of the quantitative methods component of the curriculum are presented. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student, peer, and self evaluations of college instructors.

Compared student, peer (or colleague), and self ratings in terms of item statistics, convergent and discriminant validity, and relation to student learning. Ratings from the 3 sources (involving 263 students and 14 instructors) were similar in range and distribution, although colleagues tended to give the most favorable ratings, students the least favorable. Individual student and colleague reliabilities were also similar; composite student reliabilities were considerably higher than composite colleague reliabilities, only partly because of differing sample sizes. Student and self ratings and rankings were quite good in terms of convergent and discriminant validity, but no student, peer, or self rating was significantly related to residualized student achievement. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Ethnic differences and the closing of the sex gap in alcohol use among college-bound students": Correction to Corbin, Vaughan, and Fromme (2008).

Reports an error in "Ethnic differences and the closing of the sex gap in alcohol use among college-bound students" by William R. Corbin, Ellen L. Vaughan and Kim Fromme (Psychology of Addictive Behaviors, 2008[Jun], Vol 22[2], 240-248). The article was published with incorrect figures. The correct Figures 1 and 2 are reprinted in this correction. (The following abstract of the original article appeared in record 2008-06772-009.) In this study, the authors used Web-based surveys to examine differences in alcohol use by sex and ethnicity and factors associated with these group differences among 2,241 college-bound students. A Sex × Ethnicity interaction indicated that the sex gap was much larger for Latino than for Caucasian students. Although peer influence was important for both Caucasian and Latino students, family influences were significant only for Latino youths. The sex differences in drinking among Latino youths were largely explained by the combination of same-sex family member and same-sex peer drinking through values about the acceptability of drinking behavior. Among Caucasians, perceptions of peer behavior exerted a stronger influence on drinking behavior than among Latinos. These results suggest that interventions targeting peer influence are likely to be most effective for Caucasian students. In contrast, for Latinos, particularly Latina women, family characteristics may be an important target for prevention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety.

Structural equation modeling was used to test a model of test anxiety. Variables in the model included gender, number of years since one's last math course, attributions for failure and success, math self-concept, perceived self-efficacy, achievement, general test anxiety, and statistical test anxiety. Failure and success attributions were found to influence general test anxiety and statistical test anxiety for both male and female students. Women who attributed success to behavioral causes were found to have higher levels of math self-concept than women attributing success to external causes. For men, those attributing failure to external causes were found to have higher levels of the worry component of statistical test anxiety. Math self-concept was negatively related to both general test anxiety and statistics test anxiety, whereas perceived self-efficacy had a negative relationship with the worry component of statistics anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of research methods and statistics courses on everyday reasoning, critical abilities, and belief in unsubstantiated phenomena.

Examined whether undergraduate courses in psychology research methods (RM) and statistics (STAT) improve general reasoning skills and scientific critical abilities. 76 students concurrently enrolled in introductory RM and STAT were assigned to 1 of 3 conditions: a baseline group, a group that was tested after completion of RM and STAT, and a group that completed RM and STAT and also received 3 tutorial sessions. 19 students in a humanities program provided a comparison group. All Ss were assessed on tests of general reasoning and of critical abilities. Ss also completed a questionnaire that assessed their willingness to endorse scientifically unsubstantiated phenomena. The RM and STAT courses by themselves did not enhance Ss' general reasoning skills or critical abilities. The group receiving tutorial sessions in addition to the RM and STAT performed better than the baseline group. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does learning about the mathematics of gambling change gambling behavior?

The present research examined the influence of improved knowledge of odds and mathematical expectation on the gambling behavior of university students. A group of 198 students in an introductory statistics class received instruction on probability theory using examples from gambling. A comparison group of 134 students received generic instruction on probability, and another group of 138 students in classes on unrelated topics received no mathematical instruction. Students receiving the intervention demonstrated superior ability to calculate gambling odds as well as resistance to gambling fallacies 6 months after the intervention. Unexpectedly, this improvement in knowledge and skill was not associated with any decreases in actual gambling behavior. The implication of this research is that enhanced mathematical knowledge on its own may be insufficient to change gambling behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research, practice, and accountability.

Argues that traditional research serves academic rather than clinical clientele, based on the view that if a random sample of psychologist practitioners were asked to name authors of research articles which most influenced their practice, the majority of authors named would be nonpsychologists. To improve this situation, it is suggested that the inadequate scientist-professional model be dispensed with and that research in applied clinical settings be encouraged. Four specific recommendations to facilitate such change are proposed: (a) that psychology students not be automatically required to take experimental psychology and statistics; (b) that clinical theses be actively encouraged; (c) that the American Psychological Association (APA) establish a journal for intensive, primarily qualitative investigation; and (d) that established organizations such as APA sanction and support this broadened research orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive processes in mathematics anxiety and test anxiety: The role of appraisals, internal dialogue, and attributions.

In this study, I explored the functional similarities and differences in the cognitive processes involved in mathematics anxiety and test anxiety. Ninety-six students in an undergraduate psychology statistics course completed test and math anxiety measures shortly after the commencement of their course. Before and after each of their five midterm examinations, students completed questionnaires that assessed their anxiety, appraisals, internal dialogue, and performance attributions. Results indicated that both math and test anxiety accounted for unique variance in preexam appraisals, negative internal dialogue, postexam appraisals, pre- and postexam anxiety levels, and several types of performance attributions. Only test anxiety, however, accounted for variance in subjects' actual examination performances. I address the implications of a cognitive theory for math anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Statistical inference: A distribution-free approach.

Reviews the book, Statistical inference: A distribution-free approach by E. S. Edgington (see record 1971-09168-000). Superficial appearances notwithstanding, this book is not to be compared with Siegel's classic on nonparametric statistics (Siegel, 1956); it makes available to the non-specialist a rather old but little known approach to statistical inferences. Instructors may well find this an important text to give to keen students as supplementary material in an introductory course. It provides a different point of view, a valuable fund of technology, and should encourage a flexible and imaginative approach to data analysis. Graduate students will find it a stimulus for recall of forgotten material and a source of provocative seminar topics. Instructors may find here some very nontechnical illustrations of inference to stimulate introductory classes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Adult development and aging: Biopsychosocial perspectives, third edition.

Reviews the book, Adult development and aging: Biopsychosocial perspectives, third edition by Susan Krauss Whitbourne (2007). The objective of this book is to educate undergraduate students on the aging process and how to age successfully. Each chapter is couched in the biopsychosocial perspective and as such presents an integrated view of the biological, psychological, and sociocultural changes that occur with aging. With this revised third edition, the author had the explicit goal of “engaging students in the learning process.” The revised sections, new research, links to Internet sites, and conversational style in this new edition reflect this goal. From a Canadian perspective, this new edition includes a great deal of current Canadian research in aging, and in general includes more world statistics than the previous edition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Field independence, impulsiveness, high school training, and academic achievement.

Studied the interrelationships of field independence, impulsiveness, and type of previous high school education in 15 female and 45 male undergraduates. Relationships between these variables and several measures of academic achievement were also investigated. Ss were given 7 cognitive-perceptual tests and asked to complete a questionnaire measuring emotionality and impulsiveness. Results indicate that paper-and-pencil tests of field independence might partially measure different abilities among math- and art-trained Ss. Math-trained students were relatively field independent and low impulsive. Although field dependence and impulsiveness were unrelated measures, it appeared that highly anxious impulsive Ss were relatively field dependent. A negative correlation between impulsiveness and grades in statistics was found. Results support the view of H. A. Witkin et al that cognitive styles might have relevance in predicting academic evolution. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Back pain" in teenagers and young adults]

The studies aimed to estimate an incidence of the low back pain (LBP) in the youngsters and teenagers and correlating it with risk factors. A groups of 2,346 secondary school pupils (1,704 girls and 642 boys) of a mean age 17 +/- 1 yrs, and 970 high-school students (532 women and 438 men) of a mean age 24 +/- 2 yrs have been examined. Low back pain has been seen in 1,416 out of 2,346 secondary school pupils (60%), and in 32% of the examined students. Statistical analysis with chi 2 test has confirmed a correlation between LBP and such risk factors as the incorrect sedentary position (p < .001 for pupils, and p < .02 for students), and smoking (p < .001 for students and p < .02 for pupils).     

slpM, a gene coding for an "S-layer-like array" overexpressed in S-layer mutants of Thermus thermophilus HB8

Over the past 15 years, the 'theory-practice gap' has been a recurrent theme in the nurse education literature. Numerous explanations are put forward for its existence, along with many suggestions as to how the apparent divide can be bridged. A key component of nursing practice is problem-solving but not all nurses are competent at finding suitable solutions to the problems they face in practice settings. Therefore ways of developing learner proficiency in problem-solving is crucial and should occupy a substantial part of teacher activity. One recent educational method for promoting problem-solving skills is problem-based learning [PBL] using the hypothetico-deductive technique. This approach encourages students to work through problem situations, generating hypotheses and testing these against the relevant literature and personal experience. The process itself is seen as the essential element in developing problem-solving skills, so that when the students are qualified they can apply the same methods to patient care. This paper explores the use of the PBL approach with a group of 11 fourth-year undergraduate students. The method employed was a case study design using observation as the main data collection technique. Subsequent analysis focused on: (a) practice; (b) teaching method; (c) knowledge attainment; and (d) the role of the teacher.     

An experimental test of the effects of "developmental" vs. "free" discussions on the quality of group decisions.

A "developmental" and a "free" type of discussion leadership were compared with respect to the degree to which they influence the quality and unanimity of group decisions. Small groups of students were asked to make a decision involving the wisdom of promoting a particular employee to a new job. The "high quality" decision was reached about twice as frequently in the "developmental" discussion groups as in the "free" discussion groups, but no significant difference was obtained with respect to group unanimity. The writers believe that these "findings apply only to problems in which emotional involvement is not an important aspect of the problem… with other types of problems the 'free' type of discussion may be more effective… ." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between selected variables and statistics achievement: Building a theoretical model.

Investigated the effect of attitudes toward mathematics-related coursework, previous mathematics coursework, student sex, spatial ability, and masculinity–femininity of interest pattern on statistics achievement. Ss were 188 university students from inferential statistics classes. Instruments were 5 spatial visualization ability subtests of the Factor-Referenced Cognitive Tests, Fennema-Sherman Mathematics Attitudes Scales, the Masculinity–Femininity scale of the MMPI, the Attitudes Toward Feminist Issues Scale, and a biographical data sheet. Sex-related differences were found on 2 of the mathematics attitude scales, on 3 of the 5 spatial visualization subtests, and on the total points achieved in the statistics course. Regression analyses were performed to determine the predictors of success in statistics courses. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mathematics Anxiety Rating Scale: Predicting anxiety experiences and academic performance in two groups of students.

Administered the Mathematics Anxiety Rating Scale (MARS) to 52 psychology students and 54 mathematics students. Preceding course examinations in statistics and mathematics courses, worry (cognitive concern about test performance), and emotionality (physiological and affective arousal) were assessed. MARS scores were found to be higher for psychology students than for mathematics students, to be useful predictors of both worry and emotionality, and to be inversely related to performance for psychology students. A strong inverse relationship was found between worry and performance for both groups and between emotionality and performance for psychology students. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training in statistics, methodology, and measurement in psychology: A survey of PhD programs in North America.

A survey of all PhD programs in psychology in the US and Canada assessed the extent to which advances in statistics, measurement, and methodology have been incorporated into doctoral training. In all, 84% of the 222 departments responded. The statistical and methodological curriculum has advanced little in 20 yrs; measurement has experienced a substantial decline. Typical 1st-yr courses serve well only those students who undertake traditional laboratory research. Training in top-ranked schools differs little from that in other schools. New PhDs are judged to be competent to handle traditional techniques, but not newer and often more useful procedures, in their own research. Proposed remedies for these deficiencies include revamping the basic required quantitative and methodological curriculum, culling available training opportunities across campus, and training students in more informal settings, along with providing retraining opportunities for faculty. These strategies require attention to the human capital needs that support high-quality quantitative and methodological training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)