Critical thinking is a common aim for higher education students, often described as general competencies to be acquired through entire programs as well as domain-specific skills to be acquired within subjects. The aim of the study was to investigate whether statistics-specific critical thinking changed from the start of the first semester to the start of the second semester of a two-semester statistics course, where the curriculum contains learning objectives and assessment criteria related to critical thinking. The brief version of the Critical Thinking scale (CTh) from the Motivated Strategies of Learning Questionnaire addresses the core aspects of critical thinking common to three different definitions of critical thinking. Students rate item statements in relation to their statistics course using a frequency scale: 1 = never, 2 = rarely, 3 = sometimes, 4 = often, and 5 = always. Participants were two consecutive year-cohorts of full-time Bachelor of Psychology students taking a two-semester long statistics course placed in the first two semesters. Data were collected in class with a paper-pencil survey 1 month into their first semester and again 1 month into the second. The study sample consisted of 336 students (ncohort 1 = 166, ncohort 2 = 170) at baseline, the follow-up was completed by 270 students with 165 students who could be matched to their baseline response. To investigate the measurement properties of the CTh scale, item analysis by the Rasch model was conducted on baseline data and subsequently on follow-up data. Change scores at the group level were calculated as the standardized effect size (ES) (i.e., the difference between baseline and follow-up scores relative to the standard deviation of the baseline scores). Data fitted Rasch models at baseline and follow-up. The targeting of the CTh scale to the student sample was excellent at both timepoints. Absolute individual changes on the CTh ranged from −5.3 to 5.1 points, thus showing large individual changes in critical thinking. The overall standardized effect was small and negative (−0.12), with some variation in student strata defined by, gender, age, perceived adequacy of math knowledge to learn statistics, and expectation to need statistics in future employment.

This project integrates restorative environments research and mindfulness research: two disparate but related approaches to managing the demands of modern living. Both offer ways to improve attention regulation by detaching from routine mental contents and engaging with present experience. However, restoration works bottom-up, from supportive environmental features, while mindfulness meditation works top-down, through effortful training. Complementarities between the two are the foundations of restoration skills training (ReST), a five-week mindfulness-based course that uses mindful sensory exploration in a natural setting to build a meditative state effortlessly. As in conventional mindfulness training (CMT), ReST involves a learning structure to teach versatile adaptive skills. Data were collected in four rounds, with successively refined versions of ReST given in a botanic garden and formally matched CMT given indoors. Data were collected to test short-term outcomes of practice sessions and long-term course outcomes.

These data form the basis of the analyses presented in (Lymeus et al. (2020) Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Psychological functioning after a five-week course. Frontiers in Psychology). Some of these data were reused by (Lymeus et al. (2022) Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Sustained advantages at a 6-month follow-up. Frontiers in Psychology) as background to the follow-up analyses presented there. Therefore, some variables are replicated from this entry in the related entry (https://doi.org/10.5878/prw6-k648), where they are likewise marked T1 and T2.

These data were collected in four data collection rounds. In each data collection round, data were collected before and directly after two different five-week mindfulness training courses: restoration skills training (ReST; n = 75) and conventional mindfulness training (n = 77), between which participants were randomly assigned. In the fourth round of data collection, data were also collected before and immediately after the same five-week period from a separately recruited (non-randomized) passive control group (n = 29). The participants were university students who experienced stress or concentration problems.

Data were collected with the Five Facet Mindfulness Questionnaire (FFMQ; Baer et al. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.), Cognitive Failures Questionnaire (Broadbent et al. (1982). The Cognitive Failures Questionnaire (CFQ) and its correlates. British Journal of Clinical Psychology, 21(1), 1-16.) and the Perceived Stress Scale (Cohen et al. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396).

Supporting data and code from 'The time-course of real-world scene perception: spatial and semantic processing'

---------------------- General Info ----------------------

If there are any bugs/issues, contact Matt Anderson: Matt.Anderson@soton.ac.uk

doi: //doi.org/10.5258/SOTON/D2036

ORCID ID (Matt Anderson): 0000-0002-7498-2719

Research funded by a University of Southampton Jubilee Scholarship, EPSRC grant EP/K005952/1, EPSRC grant EP/S016368/1, and a York University VISTA Visiting Trainee Award

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See the ReadMe doc for full details of scripts and data.

This is a data file for a study on psychological safety and employee innovation

Abstract

Introduction: This study investigates psychological distress and quality of life (QoL) amongst first year premedical and health science students. The primary aim of this study was to investigate potential differences in QoL and psychological distress between students who sought entry into a medicine programme when compared to those opting for a non-medicine career.
Methods: We examined participant responses to measures of QoL, psychological distress, and course preference (medicine or other). A structural equation model was conducted to consider the interrelationships among future course preference, gender, QoL, depression, anxiety and stress. Results: Three hundred and sixty five students completed the online survey. An a priori conceptual model was developed and then evaluated using a structural equation model. The values obtained for RMSEA (0.027), CFI (0.999), and SRMR (0.016) indicated an excellent model fit. The overall model fit statistic, chi-square (χ2 = 7.626, df=6, p= .267), confirmed a good model fit. The standardized regression weights showed that course preference predicted psychological health QoL and environmental QoL. Physical QoL and psychological health QoL scores significantly predicted psychological distress measures. Conclusion: The study raises a potential debate regarding placing students with mixed career intentions into the same course and the potential implications this may have on teaching in interprofessional and large student groups in relation to wellbeing, pedagogy, equity, and expenditure. The findings clearly indicated that medical students are not as adversely impacted upon in terms of QoL and psychological distress compared with their non-medical peers.

The purpose of this study is to determine the effectiveness of using passive and active learning techniques and retrieval practice on academic performance. Specifically, the current study will examine whether the combination of active learning and retrieval practice promotes higher academic performance compared to active learning, passive learning, or retrieval practice alone.

Educational psychology training is a three year doctorate programme. NCTL train on average 120 annually and share the cost with employers. There are contractual implications for both trainees receiving government funding for the course and training providers, particularly for those trainees deferring or leaving the course. This dataset is a list of trainees who are in training or have deferred or left the course or have completed training since 2009.

Data base Database that collects data on gender, age, grade at the beginning of the course, grades of the activity and satisfaction with the activity.

An experimental study using randomisation of team work groups was developed. Some student groups developed CBL activities in combination with Escape Room activities, and other student groups developed CBL activities alone. The latter can be considered a control group.

This innovative teaching project was performed by social work students at the University of Zaragoza (Spain). This degree comprises 240 ECTS credits spread out over four years. Specifically, this experimental study was created for "Social Work with Groups" , a compulsory subject taught during the second semester of the second academic year of the Social Work degree programme. It is divided into two parts: the first one is presented from a social psychology perspective, and it is made up of five course curriculum topics. The second one is taught from a social work/social services perspective, which focuses more on the specifics of the profession (four course curriculum topics). This experiment was conducted in February and March 2023, during the delivery of the social psychology part of the course. There are taught five course curriculum topics that fall within the domain of social psychology (psychology of groups). These topics are: 1) group meaning and types; 2) group growth processes, cohesion, conflict, obedience and group violence, group decision-making; 3) group structure: definition, status, roles, norms, group culture; 4) leadership and 5) group characteristics such as communication and empathy.

The participants were students enrolled in the “Social Work with Groups” course at the University of Zaragoza (Spain) during the 2022-2023 academic year. The sample size was 111 students: 56 performed CBL activities with Escape Room activities, and 55 performed CBL activities without Escape Room activities.

The variable outcome of this experimental study was academic performance, assessed by the grade obtained in the mark for CBL activities with a rating from 0 to 10, where the higher score indicated a better performance. This mark showed the number of correct concepts that were identified and extracted from the case. This score was translated to a categorical assessment going from fail (between 0 and 4.9), to pass (between 5.0 and 6.9), to merit (between 7.0 and 8.9), to outstanding (between 9.0 and 10).

Secondary outcomes

The secondary variables were: 1) quantitative and qualitative exam score (on the psychology of groups´ contents) 2) students´ satisfaction with the activity, and 3) time needed for performing the activities.

The academic performance data were collected using the exam score for the subject (psychology of groups´ contents). This exam consisted of 40 multiple-choice questions with three response options, taking the chance factor into account (so marks were deducted for wrong answers). The quantitative rating of each academic score can range between 0 and 10, with a higher score denoting a higher percentage of correct answers. The categorical holistic assessment of achievement goes from fail (between 0 and 4.9), to pass (between 5.0 and 6.9), to merit (between 7.0 and 8.9), to outstanding (between 9.0 and 10).

The data on students´ satisfaction with the activity performed were collected using a self-reporting questionnaire made up of seven statements on the course and teaching methodology used (Gómez-Poyato et al. 2020; Oliván-Blázquez et al. 2022; Olivan-Blázquez et al. 2019), which were answered on a Likert scale from 0 to 4, with 0 meaning not at all and 4 meaning to a great extent. The statements to be evaluated were as follows: the teaching methodology used has encouraged new knowledge acquisition; it has favoured deep learning; it has helped me to think more critically; it has helped me to apply theoretical content to practice; it has helped me to apply theoretical content to assessments; it has helped me to understand concepts better; I believe it is an appropriate teaching methodology. A free response section was also included so that students could express themselves openly.

The data for the time used to carry out the activities were also collected, measured in minutes used for finishing the activities.

Age, gender and university admittance mark data were also obtained in order to to determine if the student groups were in the same conditions regarding these values at the start of the analysis.

This dataset accompanies the manuscript "The effects of reinforcement and punishment magnitude on the formation and maintenance of equivalence classes," submitted to The Psychological Record. It includes two datasets and the R scripts used for data analysis.

The datasets described in this article were collected as part of a course project for the development of attitudes relationships scale toward foreign language learning at Mersin University. The study measured students attitudes toward foreign language learning. Participants were Turkish students learning foreign languages, especially English, and foreign students learning foreign languages, all studying at Mersin University. Thus, Turkish students learning the English language in various departments and foreign students learning Turkish learning were the targets for the study. Data were collected for a period of 2 weeks before analysis. The initial scale had 40 items that later led to a final scale of 30 items after content validation with experts. The scale is a five-point Likert scale (1 = strongly disagree to 5 = strongly agree). The first part of the dataset has demographic attributes of the respondents: (i) nationality of the respondent; (ii) gender of respondent; (iii) period of residence in Turkey for foreigners; and (iv) the foreign language(s) respondent was learning.

The study was conducted to evaluate the psychological effects of long-term administrative segregation (AS) on offenders, particularly those with mental illness. The longitudinal study examined five groups of inmates in the Colorado prison system over the course of one year: inmates in AS at the Colorado State Penitentiary (CSP) with mental illness, inmates in AS at the CSP without mental illness, inmates at risk of AS in the general population (GP) with mental illness, inmates at risk of AS in the GP without mental illness, and inmates at the San Carlos Correctional Facility, a facility for offenders with severe mental illness. Over the course of the study, researchers assessed each group of inmates using 14 psychological instruments, most of which were administered at three month intervals. Of the 14 psychological instruments, 12 were self-reports by inmates, 1 was filled out by mental health clinicians, and 1 was filled out by correctional staff.

We compared traditional match-to-sample training with individual observational learning of equivalence classes through the use of video models. Two groups of OL were included: one showing progressive performance and a second showing errorless performance throughout training. Data were collected during a computerized pretest, sorting pretest, training, a computerized posttest, and a sorting posttest. Results showed that OL-Mixed training (showing progressively increasing correct performance) led to the greatest increases from pretest to posttest. Additionally, OL-Mixed training led to the highest yield (i.e., number of participants passing the posttest/demonstrating equivalence class formation).

Data for: Pre/Post Difference Scores, MTS Training Data, Group Means, Training Duration, Testing Duration, Yield, and Sorting Pre/Posttest Data.

Therapists, judges, law enforcement, and students often believe in the existence of automatic and unconscious repression. Such a belief can be perilous as it might lead therapists to suggestively search for repressed memories leading to false memories. Recovering therapy-induced false memories of criminal acts can have serious consequences. Here, we tested whether erroneous beliefs in repressed memories can be corrected. Surveying two cohorts of Forensic and Legal Psychology Master’s students, we examined whether education about the science of (eyewitness) memory can correct erroneous beliefs in repressed memories. Students assessed memory statements before taking a course on eyewitness memory, six weeks after the course exam, and 18 or 6 months later, respectively (Ns = 33-74 per cohort and measurement). As expected, students in both cohorts on average initially strongly agreed with the statement that memories of traumatic events can be unconsciously blocked, but strongly disagreed with the statement after the course. Belief-corrections also persisted after the longer delay. These findings show that educating people about the science of (eyewitness) memory can be effective in correcting false and controversial memory beliefs in general and the existence of repressed memories in specific.

The IAPT programme is designed to support the NHS in delivering by 2014/2015: Evidence-based psychological therapies, as approved by the National Institute for Health and Clinical Excellence (NICE), for people with depression and anxiety disorders; Access to services and treatments by people experiencing depression and anxiety disorders from all communities within the local population; Increased health and well-being, with at least 50 per cent of those completing treatment moving to recovery and most experiencing a meaningful improvement in their condition; Patient choice and high levels of satisfaction from people using services and their carers; Timely access, with people waiting no longer than locally agreed waiting times standards; Improved employment, benefit, and social inclusion status including help for people to retain employment, return to work, improve their vocational situation, and participate in the activities of daily living. The vision for the IAPT programme over the next spending review cycle (April 2011 - March 2015) was set out in 'Talking Therapies: A four-year plan of action'. 1 IAPT KPI's will support measurement of the following objectives: 3.2 million people will access IAPT, receiving brief advice or a course of therapy for depression or anxiety disorders; 2.6 million patients will complete a course of treatment; up to 1.3 million (50 per cent of those treated) will move to measurable recovery; During 2012/13, IAPT KPIs will also be used to support the NHS Operating Framework. Two IAPT indicators are included in the NHS Operating Framework to measure quarter on quarter improvement in; I. The proportion of people entering treatment against the level of need in the general population (the level of prevalence addressed or 'captured' by referral routes), and II. The proportion of people who complete treatment who are moving to recovery The level of need in the general adult population is known as the rate of prevalence, defined by the Psychiatric Morbidity Survey 2000. For common mental health conditions treated in IAPT services, it is expected that a minimum of 15% of those in need would willingly enter treatment if available. Further Guidance https://www.gov.uk/government/publications/talking-therapies-a-4-year-plan-of-action Please note that the machine readable data file for Q3 final 2012/13 was replaced on the 9th January 2014 to correct an error whereby not all PCTs had been included. Rows for the formerly missing PCTs have been added but the original figures remain unchanged.

This statistic shows the share of adults taking a creative writing lesson or class during their lifetime in the United States from 1982 to 2012. In 2012, 15.4 percent of U.S. adults had taken a creative writing class at some point during their lifetime.

Descriptive statistics for PSS, FMI, UWES-S, and MHC-SF scores at pre- and post-intervention.

The "https://addhealth.cpc.unc.edu/" Target="_blank">National Longitudinal Study of Adolescent to Adult Health (Add Health) is a longitudinal study of a nationally representative sample of adolescents in grades seven through 12 in the United States. The Add Health cohort has been followed into young adulthood with four in-home interviews, the most recent in 2008, when the sample was aged 24-32.* Add Health combines longitudinal survey data on respondents' social, economic, psychological and physical well-being with contextual data on the family, neighborhood, community, school, friendships, peer groups, and romantic relationships, providing unique opportunities to study how social environments and behaviors in adolescence are linked to health and achievement outcomes in young adulthood. The fourth wave of interviews expanded the collection of biological data in Add Health to understand the social, behavioral, and biological linkages in health trajectories as the Add Health cohort ages through adulthood. The fifth wave of data collection is planned to begin in 2016.

Initiated in 1994 and supported by three program project grants from the "https://www.nichd.nih.gov/" Target="_blank">Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) with co-funding from 23 other federal agencies and foundations, Add Health is the largest, most comprehensive longitudinal survey of adolescents ever undertaken. Beginning with an in-school questionnaire administered to a nationally representative sample of students in grades seven through 12, the study followed up with a series of in-home interviews conducted in 1995, 1996, 2001-02, and 2008. Other sources of data include questionnaires for parents, siblings, fellow students, and school administrators and interviews with romantic partners. Preexisting databases provide information about neighborhoods and communities.

Add Health was developed in response to a mandate from the U.S. Congress to fund a study of adolescent health, and Waves I and II focus on the forces that may influence adolescents' health and risk behaviors, including personal traits, families, friendships, romantic relationships, peer groups, schools, neighborhoods, and communities. As participants have aged into adulthood, however, the scientific goals of the study have expanded and evolved. Wave III, conducted when respondents were between 18 and 26** years old, focuses on how adolescent experiences and behaviors are related to decisions, behavior, and health outcomes in the transition to adulthood. At Wave IV, respondents were ages 24-32* and assuming adult roles and responsibilities. Follow up at Wave IV has enabled researchers to study developmental and health trajectories across the life course of adolescence into adulthood using an integrative approach that combines the social, behavioral, and biomedical sciences in its research objectives, design, data collection, and analysis.

* 52 respondents were 33-34 years old at the time of the Wave IV interview.
** 24 respondents were 27-28 years old at the time of the Wave III interview.

Wave IV was designed to study the developmental and health trajectories across the life course of adolescence into young adulthood. Biological data was gathered in an attempt to acquire a greater understanding of pre-disease pathways, with a specific focus on obesity, stress, and health risk behavior. Included in this dataset are the Wave IV live births data.

A short-term UK longitudinal study following children making the transition from primary school to secondary school. Questionnaire data were collected from pupils, parents and teachers on three occasions spaced 6 months apart beginning in the last term of primary school and ending in the last term of the first year of secondary school. Information on attitudes to school and learning (e.g. concerns about transition, school connectedness), pupil psychological adjustment (e.g. Strengths and Difficulties Questionnaire), personal characteristics (e.g. self-control), relationships with others (e.g. parent-child relationship quality) and academic attainment (e.g. Key Stage 2 results in English, Maths and Science) were collected.

Moving from primary to secondary school involves a degree of apprehension for most pupils. Pupils have to adapt to a more challenging school setting with different academic structures and expectations as well as changes in social interactions with teachers and peers. A significant minority of pupils experience a range of difficulties in adjusting to secondary school as shown by lower grades, poor attendance and increased anxiety. This study aims to identify factors that make a successful transition to secondary school more likely as well as to identify risk factors for a difficult transition. The results will help to identify the most vulnerable pupils so that they can be given extra support. We will follow a group of approximately 1000 pupils as they make the transition from primary school to secondary school. We will collect information from pupils, parents and teachers and will ask about pupils’ well-being, academic achievement, and their views about school and relationships with friends and teachers. This information will be collected on three occasions beginning in the last term of primary school and ending in the last term of the first year of secondary school. This will allow us to examine how pupils change and adapt to secondary school over the course of the study. We will investigate how friendships and relationships with teachers and parents can help pupils make a positive transition to secondary school. Our aim is to develop an evidence base in order to help support vulnerable pupils at the transition to secondary school.

Note:*Satorra-Bentler scaled chi-square difference.

This research investigates Chinese EFL students’ flow experience in academic writing and its effect on students’ writing performance. The research consists of two studies: (1) a preliminary study involving a survey of 162 college students immediately after their completion of a short English essay to examine whether and how intensely they experienced flow during their writing and whether their perceived levels of challenge of the writing task and their writing skills affected their flow experience, and (2) a main study including a survey of 216 different students at the end of a semester-long writing course to ascertain how frequently these students experienced flow during the course, whether their intrinsic writing motivation and attention control ability were significantly correlated with their flow experience, and whether their flow frequency had an effect on their performance in the writing course. Results of statistical tests (including Class Factor Analyses and regression analyses) of the data in the preliminary study revealed that a large majority (76%) of the students experienced a certain level of flow in their writing and their perceived levels of writing skills had a significant influence on their flow experience. The statistical test results of the main study indicated that (1) 66.4% of the students experienced flow with various frequency levels, while 33.6% of the students rarely or never experienced flow, (2) students’ level of motivation and attention control were significantly correlated with their level of flow frequency, and (3) students’ flow frequency had a significant influence on their writing course scores. Research and pedagogical implications of the study are also discussed.