Does class attendance predict academic performance in first year psychology tutorials?

&lt;p&gt;Student absenteeism is common across universities. Learning through attending lectures and tutorials is still expected in our technological age, though there are major changes in how information in lectures and tutorials can be transmitted via the use of iLearn and related packages, by video streaming of classes and by online technology generally. Consequently, availability of these supplementary resources and, in general terms, the issue of physical absence from classes, raises the question of whether missing class impacts on student learning. Does it matter if students attend classes or not? The aim of the current study was to assess whether student attendance in tutorials in first year subjects in psychology was associated with academic performance, that is, was attendance linked with improved performance? We took data from tutor held records on attendance and on results for article review assignments and laboratory reports for a total of 383 students who completed introductory psychology courses in classes over the years 2012-2015. The hypothesis that class attendance and performance would be significantly related was supported in 13 of the 14 class relationships examined separately, and, in the class that was the exception the correlation was in the expected direction. These results suggest that attending class continues to have a positive impact on student learning in this technological age. The limitations of the current study are discussed as are implications regarding instructor resource applications and/or compulsory class attendance policies.&lt;/p&gt;</jats:p

Dealing with anxiety:Relationships among interpersonal attachment style, psychological wellbeing and trait anxiety

Anxiety is a major contributor to poor quality mental health for many people in our community, and is a leading cause of presentations at medical and health clinics. Patterns of trait anxiety, or dysfunctional responding, have become ingrained in individuals’ approaches to problems they face. Research has shown that psychological wellbeing and interpersonal attachment style are both predictors of trait anxiety. However, the relationships among these variables have not been clarified. The current study sought to determine whether psychological wellbeing mediates the relationship between interpersonal attachment style and trait anxiety, and which of the six psychological wellbeing subscales would contribute most to any mediation effects. A convenience sample of 149 adult participants from South East Queensland, Australia completed a series of online questionnaires including a demographic questionnaire, the Trait Anxiety subscale of the State-Trait Anxiety Inventory (STAI-Form Y2), the Inventory of Parent and Peer Attachment (IPPA), Ryff’s Psychological Wellbeing Scale (PWB), and a Social Desirability Scale (SDS-17). Psychological Wellbeing was found to partially mediate the relationship between interpersonal attachment style and trait anxiety. The Positive Relations with Others subscale of the PWB was the only significant sub-scale of the PWB that significantly predicted trait anxiety. Overcoming anxiety appears to be most related in our sample to those who deal better with interpersonal relations. Targeting this aspect in treatment approaches appears most likely to lead to improved outcomes for clients.</jats:p