The Role of Statistics and Research Methods in the Academic Success of Psychology Majors: Do Performance and Enrollment Timing Matter?

Autor/inn/en	Freng, Scott; Webber, David; Blatter, Jamin; Wing, Ashley; Scott, Walter D.
Titel	The Role of Statistics and Research Methods in the Academic Success of Psychology Majors: Do Performance and Enrollment Timing Matter?
Quelle	In: Teaching of Psychology, 38 (2011) 2, S.83-88 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
Schlagwörter	Majors (Students); Grade Point Average; Research Methodology; Academic Achievement; Psychology; Teaching Methods; Statistics; Role Perception; Grade Prediction; Predictive Measurement; Predictor Variables; Methods Courses; Research Skills; Academic Records; Student Evaluation; Academic Advising; Pacing; Learning Strategies; Flexible Progression; ACT Assessment + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Schulleistung; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Statistik; Role conception; Rollenverständnis; Prädiktor; Methodisch-didaktische Anleitung; Forschungsleistung; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Schulnote; Studentische Bewertung; Akademischer Rat; Lerntempo; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Comprehension of statistics and research methods is crucial to understanding psychology as a science (APA, 2007). However, psychology majors sometimes approach methodology courses with derision or anxiety (Onwuegbuzie & Wilson, 2003; Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005); consequently, students may postpone enrollment (Onwuegbuzie, 2004). We examined the importance of methodology course performance (i.e., grade) and timing of enrollment in these courses for the academic success of psychology majors. After controlling for number of courses taken, relevant American College Test (ACT) scores, and prior Grade Point Average (GPA), we found that methodology course grade and timing of enrollment predicted upper-division psychology GPA. In addition, methodology course grade predicted performance on an assessment of knowledge in psychology. We discuss implications of these results for teaching and advising. (Contains 1 note and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10