“We were all understanding it together”. Evaluating the UoN Psychology Stats Mentor Project

Rosalyn M Collings, Kimberley M Hill, Natalie Azoulay

Research output: Contribution to conference typesPoster

Abstract

This project aimed to reduce statistics anxiety and enhance confidence and curiosity. Year 2 and Year 3 student mentors assisted Year 1 and Year 2 students respectively in one-to-one and group sessions. A dual, mixed methods approach evaluated project impact. Students viewed the scheme positively, particularly for SPSS, statistical concepts and broader academic guidance (e.g. time management and assignment feedback). Identified barriers included time, mentor availability, confidence in mentors and students’ own anxiety in asking for help. Mentors found mentoring intrinsically rewarding, with empathy being a source of altruistic motivation. Many developed problem-solving and context-dependent skills around pedagogical flexibility, which enhanced confidence levels both within and beyond their degree. Due to an underlying pressure to be “the expert”, mentors often over-prepared, but this solidified statistical knowledge. There are great benefits of the scheme within HE, but more work is required to understand mentee expectations and to clarify the mentor role.
Original languageEnglish
Publication statusPublished - 31 Jan 2018
EventImages of Research 2017-2018 - The University of Northampton, Northampton
Duration: 31 Jan 2018 → …

Exhibition

ExhibitionImages of Research 2017-2018
CityNorthampton
Period31/01/18 → …

Fingerprint

psychology
confidence
student
anxiety
time management
SPSS
empathy
mentoring
flexibility
statistics
expert
Group

Cite this

Collings, R. M., Hill, K. M., & Azoulay, N. (2018). “We were all understanding it together”. Evaluating the UoN Psychology Stats Mentor Project. Poster session presented at Images of Research 2017-2018, Northampton, .
Collings, Rosalyn M ; Hill, Kimberley M ; Azoulay, Natalie. / “We were all understanding it together”. Evaluating the UoN Psychology Stats Mentor Project. Poster session presented at Images of Research 2017-2018, Northampton, .
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Collings, RM, Hill, KM & Azoulay, N 2018, '“We were all understanding it together”. Evaluating the UoN Psychology Stats Mentor Project' Images of Research 2017-2018, Northampton, 31/01/18, .

“We were all understanding it together”. Evaluating the UoN Psychology Stats Mentor Project. / Collings, Rosalyn M; Hill, Kimberley M; Azoulay, Natalie.

2018. Poster session presented at Images of Research 2017-2018, Northampton, .

Research output: Contribution to conference typesPoster

TY - CONF

T1 - “We were all understanding it together”. Evaluating the UoN Psychology Stats Mentor Project

AU - Collings, Rosalyn M

AU - Hill, Kimberley M

AU - Azoulay, Natalie

PY - 2018/1/31

Y1 - 2018/1/31

N2 - This project aimed to reduce statistics anxiety and enhance confidence and curiosity. Year 2 and Year 3 student mentors assisted Year 1 and Year 2 students respectively in one-to-one and group sessions. A dual, mixed methods approach evaluated project impact. Students viewed the scheme positively, particularly for SPSS, statistical concepts and broader academic guidance (e.g. time management and assignment feedback). Identified barriers included time, mentor availability, confidence in mentors and students’ own anxiety in asking for help. Mentors found mentoring intrinsically rewarding, with empathy being a source of altruistic motivation. Many developed problem-solving and context-dependent skills around pedagogical flexibility, which enhanced confidence levels both within and beyond their degree. Due to an underlying pressure to be “the expert”, mentors often over-prepared, but this solidified statistical knowledge. There are great benefits of the scheme within HE, but more work is required to understand mentee expectations and to clarify the mentor role.

AB - This project aimed to reduce statistics anxiety and enhance confidence and curiosity. Year 2 and Year 3 student mentors assisted Year 1 and Year 2 students respectively in one-to-one and group sessions. A dual, mixed methods approach evaluated project impact. Students viewed the scheme positively, particularly for SPSS, statistical concepts and broader academic guidance (e.g. time management and assignment feedback). Identified barriers included time, mentor availability, confidence in mentors and students’ own anxiety in asking for help. Mentors found mentoring intrinsically rewarding, with empathy being a source of altruistic motivation. Many developed problem-solving and context-dependent skills around pedagogical flexibility, which enhanced confidence levels both within and beyond their degree. Due to an underlying pressure to be “the expert”, mentors often over-prepared, but this solidified statistical knowledge. There are great benefits of the scheme within HE, but more work is required to understand mentee expectations and to clarify the mentor role.

UR - https://mypad.northampton.ac.uk/statsmentor/

UR - https://www.facebook.com/groups/924026244303775

M3 - Poster

ER -

Collings RM, Hill KM, Azoulay N. “We were all understanding it together”. Evaluating the UoN Psychology Stats Mentor Project. 2018. Poster session presented at Images of Research 2017-2018, Northampton, .