Experiences and expectations: the real reason nobody likes stats

Within undergraduate psychology courses, students often have significant levels of anxiety and negative attitudes toward the statistical element. This has been attributed to poor interaction with teachers, fears about mathematical abilities, and simply being unaware of that portion of the course or its relevance to psychology. To address this, 196 undergraduate psychology students completed a survey on statistics anxiety and attitudes. Additionally, 27 different students in similar situations took part in focus group to share their experiences of introductory statistics courses. Survey results showed that fewer than half were aware of the statistics portion of their course and that the expectation was a key factor in their experiences. Qualitative feedback from the focus groups revealed much about how the teaching may or may not improve attitudes nor decrease anxiety. Findings support various broad strategies (i.e. increase awareness of statistics in psychology and confidence in success in the course) as opposed to skill-specific (better ways of teaching probability or using games to increase participation, for example) classroom interventions to improve statistics education.

The role of previous experience and attitudes toward statistics in statistics assessment outcomes among undergraduate psychology students

Previous research has demonstrated that students’ cognitions about statistics are related to their performance in statistics assessments. The purpose of this research is to examine the nature of the relationships between undergraduate psychology students’ previous experiences of maths, statistics and computing; their attitudes toward statistics; and assessment on a statistics course. Of the variables examined, the strongest predictor of assessment outcome was students’ attitude about their intellectual knowledge and skills in relation to statistics at the end of the statistics curriculum. This attitude was related to students’ perceptions of their maths ability at the beginning of the statistics curriculum. Interventions could be designed to change such attitudes with the aim of improving students’ learning of statistics.

Beyond Compliance – Below Expectations? Cross-Border CSR, Development and the UN Global Compact.

In this paper, the results of an empirical analysis of a set of 416 descriptive case studies published by corporate members of the UN Global Compact are presented. Although these cases cannot be viewed as representative of the Compact itself or of corporate social responsibility (CSR) and development in general, they can illustrate which kinds of projects are deemed appropriate as best practice examples among Compact members, and therefore indicate the direction, in which predominantly voluntary and business-led CSR might at best be evolving. To help contextualize the analysis, the paper starts with a brief overview of recent academic work on the strengths and limitations of CSR in the light of international development, followed by the empirical analysis of Compact case studies. The results raise doubts regarding the general suitability of contemporary CSR initiatives to tackle some of the most pressing developmental challenges. Instead, only certain topics are commonly addressed, while a number of issues such as anti-corruption measures or labour rights are underrepresented in the case study sample. Regarding the target regions of the best practice examples, the majority is reported on activities based in OECD countries and a small number of emerging markets such as South Africa, India or China, while neglecting other regions such as sub-Saharan Africa (excluding South Africa). From a European Union policy perspective, these results indicate that there is a role to play for the state in order to create a better fit between CSR agendas and the actual developmental needs in the South.

Accounting and business students' approaches to learning: A longitudinal study

This study reports the results of an investigation into the learning approaches of undergraduate accounting and business students from three universities in Ireland who were exposed to a learning environment, namely the case study method, which aimed to encourage a deep approach to learning. In order to assess the effectiveness of the intervention, the ASSIST research instrument was used to investigate changes in students’ approaches to learning over time. Consistent with previous research, this study considers whether gender is related to students’ approaches to learning over time and if there are differences between students majoring in accounting or business in their approaches to learning. The results of the study indicate that the case study intervention was successful in some respects. However, contrary to expectations, an overall statistically significant increase in students’ surface approach to learning was found. Additionally, it is reported that changes in students’ approaches to learning over time are not associated with gender or degree program. The results of this study offer insights to accounting educators developing educational interventions to encourage deep approaches to learning.

Jettisoning Ballast or Fuel? Caudal Autotomy and Locomotory Energetics of the Cape Dwarf Gecko Lygodactylus capensis (Gekkonidae)

Many lizard species will shed their tail as a defensive response (e.g., to escape a putative predator or aggressive conspecific). This caudal autotomy incurs a number of costs as a result of loss of the tail itself, loss of resources (i.e., stored in the tail or due to the cost of regeneration), and altered behavior. Few studies have examined the metabolic costs of caudal autotomy. A previous study demonstrated that geckos can move faster after tail loss as a result of reduced weight or friction with the substrate; however, there are no data for the effects of caudal autotomy on locomotory energetics. We examined the effect of tail loss on locomotory costs in the Cape dwarf gecko Lygodactylus capensis (similar to 0.9 g) using a novel method for collecting data on small lizards, a method previously used for arthropods. We measured CO2 production during 5-10 min of exhaustive exercise (in response to stimulus) and during a 45-min recovery period. During exercise, we measured speed (for each meter moved) as well as total distance traveled. Contrary to our expectations, tailless geckos overall expended less effort in escape running, moving both slower and for a shorter distance, compared with when they were intact. Tailless geckos also exhibited lower excess CO2 production (CO2 production in excess of normal resting metabolic rate) during exercising. This may be due to reduced metabolically active tissue (tails represent 8.7% of their initial body mass). An alternative suggestion is that a change in energy substrate use may take place after tail loss. This is an intriguing finding that warrants future biochemical investigation before we can predict the relative costs of tail loss that lizards might experience under natural conditions.