Prior knowledge, attitude, and strategy use in an introduction to statistics course

The present study used both quantitative and qualitative methods to investigate the learning and motivational strategies used by students in a beginning-level statistics course. The research questions that guided the investigation are: (1) Do motivational variables account for unique variance in the academic performance of statistics students? (2) Do deeper-level processing strategies account for unique variance in the academic performance of statistics students? (3) Do successful students report using different motivation and learning strategies than unsuccessful students in a beginning-level statistics course?     

Adolescent racial prejudice development: The role of friendship quality and interracial contact

There is a limited theoretical and empirical literature on the role of friendship quality and interracial contact on adolescent racial prejudice development. To address this gap, the present study examined the relationship between these factors amongst an Australian sample of 89 school-aged adolescent friendship dyads and 80 university-aged adolescent friendship dyads. All participants were administered questionnaires measuring prejudice towards Asian and Arab Australians, friendship quality and interracial contact. Overall, the results revealed that all adolescents reported significantly higher levels of subtle prejudice than blatant prejudice. As predicted, university-aged adolescents reported significantly lower levels of both subtle and blatant prejudice towards Asian and Arab Australians than school-aged adolescents. Importantly, adolescents who had contact with Asian (outgroup) friends reported significantly lower levels of subtle and blatant prejudice towards Asian Australians than adolescents with no Asian friends. Interestingly, friendship quality was not found to moderate the similarity of prejudice levels within friendship dyads. Together, these findings indicate that in developing subtle prejudice-reduction programs research should focus on increasing interracial cooperative contact, particularly amongst school-aged adolescents.     

A grey literature review of the UK Department for Culture,Media and Sport's Creative Industries Economic Estimates and Creative Economy research programme

This is a review of the DCMS's annual estimates of the size, scope and activities of the UK's creative industries, with a particular focus on the latest publication in January 2009. Running parallel to these estimates is a research programme, latterly codified as the Creative Economy Programme (CEP), which constantly assesses and periodically modifies the methodologies used for collating statistics. This programme is also reviewed, primarily through two 2007 documents: a report commissioned from Frontier Economics and a DCMS overview of all the CEP's work in 2006–2007. The review also draws on primary sources in the form of national and international reports on methodologies for classifying and measuring the creative industries, as well as appropriate academic literature.     

The prediction of first-grade reading achievement from WPPSI scores of preschool children

The purpose of this study was to measure the relationship between the WPPSI IQs and subtest scaled scores in preschool children and their reading achievement in grade one. Twenty-eight suburban middle class children were given the WPPSI at ages three to five and retested with the Gray Oral Reading Test near the end of first grade. Significant correlations between WPPSI IQs and reading were found. These correlations were similar in magnitude to those obtained between WPPSI IQs of kindergarten children and grade one reading. Further study of the predictive power of the Geometric Designs and Arithmetic subtests was suggested on the basis of correlations obtained between these subtests and later reading scores.     

Evaluating scaled score differences for the bannatyne recategorization of the Wechsler subtests

This study provides guidelines for practitioners to determine the minimum differences, in scaled score points, needed for statistical significance when applying the Bannatyne recategorization of WISC-R subtests on an individual basis.