Evaluating the Efficacy of a Training for Improving Probability and Statistics Learning in Introductory Statistics Courses

The aim of the present paper is to ascertain the efficacy of a training acting on both cognitive and non-cognitive factors in improving probabilistic and statistics learning in psychology students enrolled in introductory statistics courses. We previously tested the relationships between performance and students’ general and mathematical background (cognitive factors), maths self-efficacy and attitudes toward statistics (non-cognitive factors). Results stressed the role of both factors. Thus we developed a training focused on competences and self-efficacy and we verify that it helped students in improving probability and statistics learning as well as their confidence.