Statistical literacy and scientific reasoning and argumentation skills are fundamental for professional practice. Although these skills are fostered during university study programs, there are indicators that they are underdeveloped in students. In an explorative 2 × 3 study with N = 212 students from one major German university, we investigated how students differ in these skills, depending on study domain (Medicine, Social Sciences, Economics) and study progress (undergraduate, graduate). We assembled an online test battery to assess statistical literacy as well as scientific reasoning and argumentation skills (focusing on evidence evaluation and drawing conclusions in particular) and logical reasoning and epistemological beliefs as additional variables. We found a significant effect of study domain on statistical literacy but no effect of study progress. Additional analyses revealed the importance of epistemological beliefs for statistical literacy as well as for scientific reasoning and argumentation skills. We conclude with implications for curricula in higher education.

统计素养，科学推理和论证技能是专业实践的基础。尽管这些技能是在大学学习计划期间培养的，但有指标表明，这些技能在学生中还不够发达。在具有N的2×3探索性研究中 =来自一所德国主要大学的212名学生，我们调查了学生在这些技能上的差异，具体取决于学习领域（医学，社会科学，经济学）和学习进度（本科生，研究生）。我们组装了一个在线测试电池，以评估统计素养以及科学推理和论证技能（尤其侧重于证据评估和得出结论）以及逻辑推理和认识论信念作为附加变量。我们发现研究领域对统计素养有显着影响，但对研究进度没有影响。进一步的分析揭示了认识论信念对于统计知识以及科学推理和论证技能的重要性。我们的结论对高等教育课程产生了影响。