Improving Quantitative Abilities and Attitudes in Clinical Psychology Courses: Longitudinal Assessment of a Blended Learning Intervention

Autor/inn/en	Sockol, Laura E.; Ellison, William D.; Stutts, Lauren A.; Knouse, Laura E.
Titel	Improving Quantitative Abilities and Attitudes in Clinical Psychology Courses: Longitudinal Assessment of a Blended Learning Intervention
Quelle	In: Teaching of Psychology, 48 (2021) 4, S.316-327 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320979894
Schlagwörter	Clinical Psychology; Research Methodology; Research Training; Statistics Education; Undergraduate Students; Blended Learning; Student Attitudes; Instructional Effectiveness; Mathematics Anxiety; Mathematics Skills; Intervention; First Generation College Students; Minority Group Students; Cognitive Structures; College Instruction + Suchen Sie Ihr Suchwort? Klinische Psychologie; Research method; Forschungsmethode; Schülerverhalten; Unterrichtserfolg; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Cognitive structure; Kognitive Struktur; Hochschullehre
Abstract	Background: Many students report negative attitudes toward research methods and statistics (RMS), and these attitudes are associated with impaired performance. Student interest in clinical psychology suggests that clinical courses may provide a promising venue for integrating RMS instruction. This approach may be particularly valuable for students from underrepresented groups in psychology. Objective: We evaluated whether integrating core RMS concepts into undergraduate clinical psychology courses using a blended learning intervention improved students' quantitative knowledge and attitudes. Exploratory analyses assessed whether the intervention had differential efficacy for students from underrepresented groups. Method: Students completed pre- and post-course assessments of content knowledge, perceived RMS competence, implicit theories of quantitative skills, and statistics anxiety. We compared changes in student outcomes before (n = 101) and after (n = 91) implementing the blended learning intervention. Results: Overall, the intervention did not result in greater improvements in content knowledge, perceived RMS competence, or statistics anxiety. However, exploratory analyses suggested that the intervention was more effective for first-generation and racial/ethnic minority students. Change in endorsement of a growth-oriented mindset for quantitative skills was marginally stronger among students in courses implementing the blended learning intervention. Conclusion: These findings suggest that integrating RMS content in clinical psychology courses may confer modest benefits for students' knowledge and attitudes toward quantitative skills, especially among students from underrepresented groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01