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Understanding characteristics that contribute to psychology students' academic success is important to better support them during their studies. Referring to person-environment fit theory, we examined effects of study-relevant characteristics (self-efficacy beliefs, self-assessed level of information about the study program) on subjective criteria of success (persistence with the choice of study subject, later study satisfaction) and controlled for effects of grade point average (GPA) and mathematical skills. We present a longitudinal survey study including five cohorts of first-year students (total N = 854). Mediation models (N = 254) revealed that self-efficacy and level of information at study entry predicted students' persistence at the end of the first semester, which predicted satisfaction at the end of the second semester. In the presumed overall model we found total effects of self-efficacy and level of information, with direct and indirect effects (via persistence) on satisfaction, and no total or direct effects of GPA and mathematical skills, but an indirect effect of GPA on satisfaction. Thus, psychology students' satisfaction substantially depends on study-relevant characteristics and less on skills. An enhancement of students' self-efficacy beliefs and comprehensive information for those who are interested in the subject might help to increase satisfaction and thus success.

Lecturers teaching statistics are faced with several challenges supporting students' learning in appropriate ways. A variety of methods and tools exist to facilitate students' learning on statistics courses. The online questionnaires presented in this report are a new, slightly different computer-based tool: the central aim was to support students to master the course content and to provide the lecturer with continuous feedback about the students' difficulties and deficits. The aims of online questionnaires supporting teaching and learning of statistics are compared to aims of other computer-based and non-computerized methods and tools. Additionally, data from a first evaluation of the questionnaires is presented. In a first year psychology student's statistics course (bachelor program), students were offered the possibility of filling in an online questionnaire every time a specific theme had been taught. Out of the 126 first year students there were 28 who answered the online questionnaires regularly and 12 answered them sometimes. Those who answered the online questionnaires assessed them as helpful for their understanding of the course's content. The lecturer judged the online questionnaires as particularly helpful for improving teaching and assessing performance deficits.

Multimethod data analysis is a complex procedure that is often used to examine the degree to which different measures of the same construct converge in the assessment of this construct. Several authors have called for a greater understanding of the definition and meaning of method effects in different models for multimethod data. In this article, we compare 2 recently proposed approaches for modeling data with structurally different methods with regard to the definition and meaning of method effects, the restricted CT-C(M - 1) model (Geiser, Eid, & Nussbeck, 2008) and the latent difference model (Lischetzke, Eid, & Nussbeck, 2002). We also introduce the concepts of individual, conditional, and general method bias and show how these types of biases are represented in the models. An application to a multirater data set (N = 199) as well as recommendations for the application and interpretation of each model are provided. (Contains 5 tables, 4 figures and 4 footnotes.)

Data from 90 German committed heterosexual couples who had a least one child were used to examine the associations between chronic minor external stress, quantity and quality of time spent together as a couple, and partners' relationship satisfaction. Using an extended version of the Actor Partner Interdependence Model, the authors found significant negative indirect effects from mothers' chronic minor external stress via quality, but not quantity, of shared time to both parents' reported relationship satisfaction. Mothers' chronic minor external stress was associated with fewer reported quality time activities, which were also associated with lower reports of relationship satisfaction for both mothers and fathers. The authors did not find indirect effects for fathers' chronic minor external stress. Overall, the frequency of quality time activities may be more important for mothers, as it explained 25% of variance in their relationship satisfaction, compared with 15% in fathers' relationship satisfaction. Implications for relationship researchers and clinicians are discussed. [ABSTRACT FROM PUBLISHER]

Objective The objective of this study was to evaluate the efficacy of the educational program FAMOSES (modular service package epilepsy for families) for parents of children with epilepsy. Method Parents of children with epilepsy from Germany and Austria were included in a controlled prospective multicenter study using a pre–post design. Participants of the FAMOSES program (FAMOSES group, n = 148) completed a standardized questionnaire immediately before the program and six months later. The matched control group of parents not participating in the program ( n = 74, matching ratio 2:1) also answered the questionnaire twice, at an interval of six months. The questionnaire comprised epilepsy-specific outcome measures (e.g., knowledge, coping, fears) and disease-related variables (e.g., seizure frequency). The generalized estimation equation approach was used for statistical analysis. In addition, parents' satisfaction with the FAMOSES program was assessed six months after participation. Results Parents of the FAMOSES group significantly improved in epilepsy-specific knowledge (group × time interaction: p < .001), coping ( p < .01), epilepsy-related fears ( p < .05), and in speaking about epilepsy with their child ( p < .05) compared with the control group. No effects were found on disease-related variables. Nearly all of the participants rated the FAMOSES parents' program as “very good” (71%) or “good” (27%). Conclusion The efficacy of the FAMOSES parents' program was confirmed. The results indicate that imparting knowledge and the interactive approach help parents in coping with their child's epilepsy and reduce epilepsy-related fears. [ABSTRACT FROM AUTHOR]