Building emotional rapport with students in statistics courses.

Abstract

Enrolling in required statistics courses may produce anxiety for many psychology students. Moreover, achieving academic success within these classes could be hindered by these students’ negative beliefs about statistics, weak self-efficacy regarding statistics skills, and lack of rapport with their statistics instructor. Within the following review, an overview is presented of the relevant literature regarding these barriers that students face and the benefits of establishing an emotional bond within the student–instructor relationship. Students hold negative beliefs about their statistics performance because of the systemic culture of anxiety (i.e., perceived math or statistics anxiety, poor prior experiences with statistics coursework, and negative reputations fueled by their peers). However, positive statistics self-efficacy, through an emotional bond with the instructor, promotes their academic achievement. This review concludes with 3 recommendations for implementation within the statistics classroom: being approachable to students, utilizing opportunities in the classroom to build self-esteem, and implementing occasions to work collaboratively within the given coursework.

Enhancing Chinese EFL Students' Grit: The Impact of Teacher Stroke and Teacher-Student Rapport

“…The great rapport among learners and teachers has additionally been displayed to uniquely foresee learners' mentality toward the course and educator, enthusiasm, affective learners' education, and last course marks (Wilson and Ryan, 2013). According to Waples (2016), learners who witnessed good rapport with their educators could bear more difficult assignments inside a statistics course, assisting with working on efficacy and overcoming stress to succeed in the course. It was additionally inferred that learners are less reluctant to pose inquiries when they feel like they have a good connection with their educator.…”

The View of Russian Psychology Students on Whether Psychology is a Science

“…Consistent with previous research, higher understanding of human behavior among bachelor's students may be explained by their academic development (Provost et al, 2011) and recent exposure to both introductory and research methods psychology courses (Bartels et al, 2009;Gervasio et al, 2010;Friedrich, 1996;Pettijohn et al, 2015). Lack of more pronounced differences in students' perceptions based on the level of acquired education may be due to the quality of classroom instructions and interventions during their previous education (Bauer, 2007;Bloom & Tam, 2015;Hughes et al, 2013;Lack & Doan, 2018;Lilienfeld et al, 2013) as well as lack of effective one-on-one interactions with faculty (Bjomsen, 2000;Hollingsworth & Fassinger, 2002;Kowalski & Taylor, 2009;Waples, 2016). For example, students holding specialist's degrees could be affected by lack of emphasis (Vasilyuk, 2003; or training in evidence-based practices (Collins, Leffingwell, & Belar, 2007;Lilienfeld et al, 2013;Luebbe et al, 2007), reinforcing their interest in questionable (Katkov, 2016) and even pseudoscientific practices (Kholmogorova, 1996) "masquerading" as genuinely scientific among Russian psychologists (Lilienfeld, 2010, p. 286).…”

The Flipped Classroom in Introductory Statistics: Early Evidence From a Systematic Review and Meta-Analysis

“…However, the FC has been shown to increase student engagement (Dove, 2013) and allow students to work at their own pace (Fulton, 2012), which may mitigate instructional issues that arise in introductory statistics. Inclass activities may also increase statistical literacy and decrease perceptions of instructors as unapproachable (Chiou, Wang, & Lee, 2014;Waples, 2016). and planning in-class activities, while freshly freed-up class time can seem ominous and training is often required for new instructors (Niemi, 2002).…”