Every student counts: promoting numeracy and enhancing employability

This three-year project investigated factors that influence the development of undergraduates’ numeracy skills, with a view to identifying ways to improve them and thereby enhance student employability. Its aims and objectives were to ascertain: the generic numeracy skills in which employers expect their graduate recruits to be competent and the extent to which employers are using numeracy tests as part of graduate recruitment processes; the numeracy skills developed within a diversity of academic disciplines; the prevalence of factors that influence undergraduates’ development of their numeracy skills; how the development of numeracy skills might be better supported within undergraduate curricula; and the extra-curricular support necessary to enhance undergraduates’ numeracy skills

Assessing the approaches to learning of twinning programme students in Malaysia

The study set out to examine the psychometric properties of the scores obtained on the modified 20-item Revised Two Factor Study Process Questionnaire (R-SPQ-2F). The study also investigated the relationship between scores on the R-SPQ-2F and students’ learning-related outcomes. In addition, it also examined for any relationships among student’s background variables of gender, choice of academic discipline, age, English language competency, approaches to learning, and learning-related outcomes. Data based on responses of 368 Malaysian students undertaking the twinning mode of study showed the modified R-SPQ-2F to be reliable and factorially valid. The findings also found deep approaches to learning were positively related to students’ learning-related outcomes, while surface approaches to learning were negatively associated.Students’ background characteristics such as choice of academic discipline and English language competency, and approaches to learning were good predictors of students’ learning-related outcomes

An Update on the Abbreviated Math Anxiety Scale: Current Evidence of Reliability

The psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) are often reassessed not using the population for which it was developed. While the scale was initially created for US undergraduate students, research has focused on testing the reliability of the AMAS within other populations, often modifying and translating them for use with children or speakers of other languages. The “replication crisis” calls into question the reliability and reproducibility of findings from many disciplines, including the social sciences, so in order for researchers to have a high degree of confidence in their data and results, measurement tools must be periodically reexamined for evidence of reliability within the population for which the scale was constructed. The purpose of the present study was to examine current evidence of construct validity and internal consistency reliability of the AMAS in a diverse and representative sample of US undergraduate students. This study utilized archival data (N = 160) of the AMAS to examine the scale’s factor structure and evidence for reliability using Cronbach’s alpha. The results of this study found evidence of construct validity and support for the strong reliability of the AMAS to continue to assess levels of math anxiety among current US undergraduate students

The Elaborated Intrusion Theory of Desire: A 10-year retrospective and implications for addiction treatments

Ten years after the publication of Elaborated Intrusion (EI) Theory, there is now substantial research into its key predictions. The distinction between intrusive thoughts, which are driven by automatic processes, and their elaboration, involving controlled processing, is well established. Desires for both addictive substances and other desired targets are typically marked by imagery, especially when they are intense. Attention training strategies such as body scanning reduce intrusive thoughts, while concurrent tasks that introduce competing sensory information interfere with elaboration, especially if they compete for the same limited-capacity working memory resources. EI Theory has spawned new assessment instruments that are performing strongly and offer the ability to more clearly delineate craving from correlated processes. It has also inspired new approaches to treatment. In particular, training people to use vivid sensory imagery for functional goals holds promise as an intervention for substance misuse, since it is likely to both sustain motivation and moderate craving

Efficacy of a Workbook to Promote Forgiveness: A Randomized Controlled Trial with University Students

Objective The present study investigated the efficacy of a 6-hour self-directed workbook adapted from the REACH Forgiveness intervention. Method Undergraduates (N = 41) were randomly assigned to either an immediate treatment or waitlist control condition. Participants were assessed across 3 time periods using a variety of forgiveness outcome measures. Results The 6-hour workbook intervention increased forgiveness, as indicated by positive changes in participants’ forgiveness ratings that differed by condition. In addition, benchmarking analysis showed that the self-directed workbook intervention is at least as efficacious as the delivery of the REACH Forgiveness model via group therapy. Conclusion A self-directed workbook intervention adapted from the REACH Forgiveness intervention provides an adjunct to traditional psychotherapy that could assist the mental health community to manage the burden of unforgiveness among victims of interpersonal harm

Development and Validation of the Computational Thinking Concepts and Skills Test

Calls for standardized and validated measures of computational thinking have been made repeatedly in recent years. Still, few such tests have been created and even fewer have undergone rig- orous psychometric evaluation and been made available to re- searchers. The purpose of this study is to report our work in de- veloping and validating a test of computational thinking concepts and skills and to compare different scoring methods for the test. This computational thinking exam is intended to be used in com- puting education research as a common measure of computational thinking so that the research community will be able to make more meaningful comparisons across samples and studies. The Computational Thinking Concepts and Skills Test (CTCAST) was administered to students in several courses, evaluated and revised, and then administered to another group of students. Part of the revision included changing half of the items to a multiple-select format. The test scores using the three scoring methods were com- pared to each other and to scores on a different test of core com- puter science knowledge. Results indicate the CTCAST and the test of core computer science knowledge measure similar, but not identical, aspects of students’ knowledge and skills, and that item- level statistics vary according to the scoring method that is used. Recommendations for using and scoring the test are presented