Daniel Macher

Psychometric Evaluation and Experimental Validation of the Statistics Anxiety Rating Scale

The Statistics Anxiety Rating Scale (STARS) was adapted into German to examine its psychometric properties (n = 400). Two validation studies (n = 66, n = 96) were conducted to examine its criterion-related validity. The psychometric properties of the questionnaire were very similar to those previously reported for the original English version in various countries and other language versions. Confirmatory factor analysis indicated 2 second-order factors: One was more closely related to anxiety and the other was more closely related to negative attitudes toward statistics. Predictive validity of the STARS was shown both in an experimental exam-like situation in the laboratory and during a real examination situation. Taken together, the findings indicate that statistics anxiety as assessed by the STARS is a useful construct that is more than just an expression of a more general disposition to anxiety.

Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer’s presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice of different representations of content: face-to-face lectures, lecture recordings as video podcasts, and additional text material. Latent class analysis identified three groups with different patterns of integration of these representations of content: (1) students who focused on podcasts; (2) students who made little use of the different representations of content; (3) students who occasionally made use of the different learning opportunities. Students in group 1 with a focus on podcasts achieved best. They devoted more time to learning and made diligent use of a variety of learning strategies such as note-taking, generating summaries, or rehearsing with the podcasts. The results suggest providing different representations of content to take into account differences in learners’ preferences and abilities. They speak in favor of podcasts, especially in lectures with a large audience. However, the results also show a group of learners who make minimal use of the various representations of content. Instructional measures should be taken to engage and support these students.

Die Veränderung kognitiver Fähigkeiten über die Sommerferien

Studien aus dem US-amerikanischen Raum legen nahe, dass die Sommerferien den Rhythmus des Lernens unterbrechen und insbesondere bei Kindern aus Familien mit einem niedrigen sozio-okonomischen Status zu einem Verlust kognitiver Fahigkeiten fuhren konnen. In Europa wurden Ferieneffekte bislang jedoch kaum untersucht. In der vorliegenden Studie wird der Ferieneffekt in einer osterreichischen Stichprobe mit neunwochigen Sommerferien untersucht. Die Ergebnisse zeigen sowohl Verluste als auch Gewinne fur Schulerinnen und Schuler der Sekundarstufe I. So stieg die Lesefertigkeit uber die Ferien an, wohingegen sich fur die Rechtschreibung, das rechnerische Denken und die Intelligenz Verluste ergaben. Die Leistungsgewinne bzw. -verluste scheinen vor allem davon abhangig zu sein, inwiefern die kognitive Beschaftigung angeregt wird. Im Gegensatz zu US-amerikanischen Studien konnten die Kinder innerhalb von neun Wochen nach Schulbeginn Verluste an kognitiven Fahigkeiten wieder aufholen und auch familiare Variablen, wie der Bildungsstand der Mutter, hatten nur einen sehr geringen Einfluss auf mogliche Ferieneffekte.