Abstract Teaching concepts, competences and skills related to data analysis in Psychology graduation courses has proved to be a challenging issue. In the sphere of Mathematic skills, Statistics is indeed out of the scope of what is usually faced in the reminder of courses. The present work investigates features of the structure of the classroom in a course on Statistics from the Psychology graduation curriculum. For such purpose, we set the didactic contract as a theoretical guide, a “lunette” that allowed for observing the functional dynamics of the classroom, searching aspects that might be related to difficulties in the teaching-learning process. To enhance the analysis of the dynamics of the courses' performance, we carried out a comparative overview with a discipline having the usual structure characteristic from the Psychology graduation curriculum. This study is based not only on video-graphic registers of the classes, but in interviews with its professors as well. The compiled data was submitted to a clinical-interpretative analysis, pointing to several differentiation factors between the two disciplines, among them: classroom dynamics and evaluation systems. Specific to the Statistics course, important aspects appeared as negative interferences to the learning process, such as excessive manipulation of mathematical/statistical algorithms without the aid of informatics and computed data-processing. This study points to the importance of clarity in establishing a syllabus with respect to content, objectives, and structure of the statistics discipline in Psychology courses, in order to outline ways of didactic/pedagogical improvement for its offer…

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

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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.

Gateway courses are foundational prerequisite courses that undergraduate students must complete prior to enrolling in major courses (e.g., first-year mathematics, chemistry, psychology, statistics). Gateway courses often have high enrolment, and provide less support, structure, and feedback compared to previous experiences (e.g., secondary school). Declines in students' motivation and performance are common. This PhD project investigated two sources of engagement and motivation: self-efficacy and interest across two mathematics gateway courses. In particular, factors related to how self-efficacy and interest changed during the courses were examined across the studies. Four studies were conducted across five offerings of these two courses from 2020-2022. Participants were students enrolled in these courses. Study 1 (n=175; Sept-Dec 2020; Course 1) was conducted in an online (pandemic) setting. The interplay between students' (amounts of) self-efficacy, interest, and performances (i.e., quizzes) across the course was investigated. Study 2 (n=349; Sept-Dec 2021; Course 1) was conducted the next year, and examined how overall self-efficacy changes, and how those changes were associated with performances across a course, and interest at the end of the course. Study 3 (n=313; Sept-Dec 2021; Course 2) investigated short-term changes in interest, and how they were related to performance, and self-efficacy. Lastly, Study 4 contained two studies (n=299; n=407; Studies 4a, 4b; Courses 1 & 2) that investigated the interplay between perceived difficulty on performance tasks (i.e., quizzes), short-term changes in self-efficacy, performances, and interest (in the second study).The data files are the datasets used to conduct the analyses across the four studies. These included students' responses on formative quizzes, and self-reported data on self-efficacy, interest, perceived difficulty, and gender. These data were used for quantitative analysis using MPlus and other software. Each folder contains the relevant files each study (presented in the respective chapter of the thesis).1) Chapter 3 - Study 1 contains the dataset used for the first study. This study is already published.2) Chapter 4 - Study 2 contains the datasets used for the second study, including for the full model, invariance and reliability testing, and dataset for IRT.3) Chapter 5 - Study 3 contains the datasets used for the third study, including for the full model and dataset for IRT.4) Chapter 6 - Study 4 (Studies 4a and 4b) contains the datasets used for the last study, including those used for the full model, dataset for IRT, and perceived difficulty.

Greater numeracy has been correlated with better health and financial outcomes in past studies, but causal effects in adults are unknown. In a 9-week longitudinal study, undergraduate students, all taking a psychology statistics course, were randomly assigned to a control condition or a values-affirmation manipulation intended to improve numeracy. By the final week in the course, the numeracy intervention (statistics-course enrollment combined with values affirmation) enhanced objective numeracy, subjective numeracy, and two decision-related outcomes (financial literacy and health-related behaviors). It also showed positive indirect-only effects on financial outcomes and a series of STEM-related outcomes (course grades, intentions to take more math-intensive courses, later math-intensive courses taken based on academic transcripts). All decision and STEM-related outcome effects were mediated by the changes in objective and/or subjective numeracy and demonstrated similar and robust enhancements. Improvements to abstract numeric reasoning can improve everyday outcomes.

In this study we evaluated the objective improvement of international preclinical medical students' knowledge in the subject 'Medical Psychology and Sociology' after attending a 3-day peer-led revision course. Using a pre-post-test-design, we found a significant improvement of post-results, compared to pre-results. This data verse contains our collected data as well as the R code used for statistical analysis. We also provide a RMarkdown file with our results. All participants are anonymised.

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. (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). Note that some variables (marked T1 and T2) are also available in a related dataset (https://doi.org/10.5878/p34t-9j15) and were used 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) and were reused by Lymeus et al. in 2022 as background for the follow-up analyses.

Data were collected before, immediately after, and six months after two different five-week mindfulness training courses: restoration skills training (ReST) and conventional mindfulness training, between which participants were randomly assigned. The participants were university students who experienced stress or concentration problems. The procedure was repeated in four rounds of data collection during which the ReST course was progressively refined. The data set includes only participants who completed any of the courses during data collection rounds 2-4 (N = 97). The dataset includes original data containing some missing values and 30 datasets with multiple imputations containing complete data.

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).

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.

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 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.

This dataset is text data related to cognitive distortion sentences that are closely related to thought disorder. This is the first dataset of cognitive distortion sentences in Indonesian. This dataset is a collection of distortion/non-distortion sentences generated from online questionnaire answers. The questions are compiled by experts in this case a psychologist. Annotation is also done by experts to obtain distortion classes. The distribution of existing cognitive distortion classes is adjusted to the theory of Burns, D.D. (1999) in the book "The Feeling Good Handbook". The total generated sentence data is 4662, there are complete sentences and parts of sentences that are distortion parts flanked by the "$" sign, along with labels from two annotators in separate columns. Several distortion classes with a limited number of samples were augmented using the back-translation method. The four augmented classes are "Mental Filter," "All-or-Nothing Thinking," "Magnification or Minimization," and "Emotional Reasoning." Each class was expanded to a total of 200 samples. The back-translation process utilized five languages: Chinese (ZH), English (EN), Javanese (JV), Malay (MS), and Tagalog (TG). In the accompanying CSV file, the "DATA STATUS" column indicates the origin of each sentence. Entries labeled "ORI-RAW" refer to raw data collected directly from questionnaire responses. Entries labeled "DIS-[...]" represent distortion sentences generated through back-translation using the five language codes (ZH, EN, JV, MS, and TG). Apart from Indonesian, an English version is also available.

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.

Summary statistics for study behavior for the Self-Regulated and Yoked groups and t-tests statistics comparing differences between the two groups.

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 experimental study was conducted at the Moscow State University of Psychology and Education (MSUPE) in the framework of the research project “Digital Technologies in Higher Education: Development of Technology for Individualizing Learning Using E-Courses” in 2019 - 2021. The project design was approved by the MSUPE Scientific Expert Council and by the MSUPE Scientific Council.Datasets and main research results are presented. MSUPE students participated in e-courses (ECs) in mathematical methods in psychology (MMinP) using blended learning (BL) format in the fall semester 2019 - spring semester 2020 or online learning (OL) format in the fall semester 2020.The data and results of comparative analysis of the attitudes of Russian Federation (RF) university teachers towards using of digital educational technologies (DET) in higher education (HE) are presented.Scale for assessing university digital educational environment (AUDEE Scale) was developed and validated

This data set includes data relating to the impact of the closure and reopening of golf courses had on: personal competence; sense of belonging; enjoyment; self-esteem; self-confidence; resilience; social connections; wellbeing and life satisfaction during the COVID-19 pandemic.

ABSTRACT The objective was to analyze the syllabus of the Vocational Guidance (VG) disciplines offered in Psychology courses at Brazilian universities. For the survey, a spreadsheet available on the website of the Ministry of Education (MEC) was extracted. A total of 742 Higher Education institutions were selected for final analysis, 234 of which offering the VG subject were retrieved, and 70 of these were verified. The diversity of subject titles was analyzed, with VG being the most recurrent with 40.8%, in addition, 70% belonged to the private network and 88.6% were compulsory subjects. The Southeastern region represented 40% of the analyzed syllabus, with the workload of 60 hours being the most predominant. It was found that the discipline is often offered in the eighth semester. Thirteen categories were established for analyzing the content of the syllabus. The results were examined through the scientific literature, indicating the need for greater depth in the content of the syllabus, in order to enable better training for vocational counselors.

ObjectivesTo examine the factor structure and to evaluate the longitudinal measurement invariance of the demand-control-support questionnaire (DCSQ), using the Swedish Longitudinal Occupational Survey of Health (SLOSH).MethodsA confirmatory factor analysis (CFA) and multi-group confirmatory factor analysis (MGCFA) models within the framework of structural equation modeling (SEM) have been used to examine the factor structure and invariance across time.ResultsFour factors: psychological demand, skill discretion, decision authority and social support, were confirmed by CFA at baseline, with the best fit obtained by removing the item repetitive work of skill discretion. A measurement error correlation (0.42) between work fast and work intensively for psychological demands was also detected. Acceptable composite reliability measures were obtained except for skill discretion (0.68). The invariance of the same factor structure was established, but caution in comparing mean levels of factors over time is warranted as lack of intercept invariance was evident. However, partial intercept invariance was established for work intensively.ConclusionOur findings indicate that skill discretion and decision authority represent two distinct constructs in the retained model. However removing the item repetitive work along with either work fast or work intensively would improve model fit. Care should also be taken while making comparisons in the constructs across time. Further research should investigate invariance across occupations or socio-economic classes.

Sexual assault is associated with higher rates of posttraumatic stress disorder (PTSD) than other traumas, and the course of PTSD may differ by trauma type. However, the course of PTSD after sexual assault has not been summarized. The aim of this meta-analysis was to identify the prevalence and severity of PTSD and changes to the rate of recovery in the 12 months following sexual assault. Authors searched four databases for prospective studies and sought relevant unpublished data. Eligible studies assessed PTSD in at least 10 survivors of sexual assault in at least two time points, starting within three months post-assault.

In the 2022/23 academic year, 30 percent of undergraduates obtaining their degree were awarded a degree with first-class honors, the highest possible grade for UK graduates. Almost half of all students achieved an upper second or 2.1, with 20 percent obtaining a lower second or 2.2, and just four percent of graduates obtained a third, the lowest possible pass grade. The share of UK students graduating with a first-class degree has increased significantly in this time period, while the share of students obtaining a 2.2 has fallen the most in the same time period. GCSE and A-Level grades also on the rise Higher grades for the UK's main qualification for high school students, the general certificate of secondary education (GCSE), have also increased recently. In 1988 for example, approximately 8.4 percent of GCSE entries received the highest grade, compared with 21.8 percent in 2024. This is also the case to a lesser-extent for advanced level GCSE results (A-Levels), with the share of entries being awarded an A or A* increasing from 17.8 percent in 2000 to 27.8 percent in 2024. There is no consensus on if these improvements are due to increased ability, or to grade inflation. During the COVID-19 pandemic, however, grades in the UK were a lot higher than in other years. This was due to teacher and tutor assessments being giving a higher weighting than normal, with exams being postponed or cancelled completely. The UK's top universities Britain's oldest and most famous universities, Cambridge and Oxford, remained the two highest-ranked universities in the UK in 2025, with the London School of Economics finishing third. According to the ranking, the University of St Andrews was the top university outside the south of England, with Durham University being the highest-ranked university in the north of England. The largest university in terms of enrolled students was the mainly remote focused Open University, which had over 140,000 students in 2022/23. Among universities that mainly taught on-campus, University College London had the most students enrolled, at almost 52,000.

Bayesian reasoning - the optimal process of updating a hypothesis or belief with new information - is a critical aspect of both everyday decision-making and statistics education, but strategies for effectively teaching the topic in the classroom remain elusive. This study leverages the findings of prior research on facilitating Bayesian reasoning by utilizing a visualization, called the bar display, as a method for teaching Bayes theorem and its underlying probability concepts. Data were collected from a college-level statistics-in-psychology course, wherein students were taught and tested on Bayesian reasoning either with or without the bar display. In addition to testing the immediate efficacy of the bar display, data were also collected to test long-term retention and the potential differential benefits for low numeracy and high anxiety students. Results indicated engagement with the bar display as a method for visually approximating answers to Bayesian questions, with students trained with the bar display providing more accurate answers to Bayesian reasoning questions before training and at long-term assessment. Additionally, students with self-reported low numeracy and high math anxiety performed better on Bayesian reasoning questions when learning with the bar display. Recommendations for future implementations are discussed.