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The impact of students’ skills on the use of learning support and effects on exam performance in a psychology students’ statistics course

The impact of students’ skills on the use of learning support and effects on exam performance in a psychology students’ statistics course

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BEBERMEIER, Sarah, Fridtjof W. NUSSBECK, Kim L. AUSTERSCHMIDT, 2020. The impact of students’ skills on the use of learning support and effects on exam performance in a psychology students’ statistics course. In: Scholarship of Teaching and Learning in Psychology. APA American Psychological Association. 6(1), pp. 24-35. ISSN 2332-2101. eISSN 2332-211X. Available under: doi: 10.1037/stl0000170

@article{Bebermeier2020impac-53268, title={The impact of students’ skills on the use of learning support and effects on exam performance in a psychology students’ statistics course}, year={2020}, doi={10.1037/stl0000170}, number={1}, volume={6}, issn={2332-2101}, journal={Scholarship of Teaching and Learning in Psychology}, pages={24--35}, author={Bebermeier, Sarah and Nussbeck, Fridtjof W. and Austerschmidt, Kim L.} }

The impact of students’ skills on the use of learning support and effects on exam performance in a psychology students’ statistics course Bebermeier, Sarah Nussbeck, Fridtjof W. terms-of-use Bebermeier, Sarah 2021-03-26T07:58:01Z eng 2021-03-26T07:58:01Z 2020 Support services to master academic requirements are offered at nearly every university. Thus, in the context of how students learn and how they achieve academic success, it is of great importance to investigate predictors of the use of support and the impact of support services on academic achievement. We present a longitudinal survey study with 3 cohorts of first-year psychology students. We investigated the relationship between subject-related mathematical skills and the use of 4 nonmandatory support services in a mandatory statistics course. Furthermore, we examined the role of skills and use of the support services in predicting academic success in statistics after the first year of study. We found that greater mathematical skills predicted less use of basic support services, rs< −.150, ps < .035, and greater use of a skill-developing service, r(195) = .199, p = .005. Subsequently, we examined whether and how mathematical skills and service use predicted the grade in the final statistics exam. A mediation model revealed total effects for mathematical skills, tutorials led by advanced students, and a practice class (βs > .148, ps < .047), direct effects for mathematical skills and the tutorials (βs > .306, ps < .001), and indirect effects via the self-reported competence in statistics for mathematical skills and online enrichment materials (abs >.053, ps < .037). Finally, we discussed implications for lecturers. Austerschmidt, Kim L. Austerschmidt, Kim L. Nussbeck, Fridtjof W.

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