scholarly journals Gender Differences in Statistics Anxiety with Undergraduate College Students

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Nina B. Eduljee ◽  
Pamela LeBourdais
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Liberal Arts ◽  
Rating Scale ◽  
The United States ◽  
Self Concept ◽  
Statistics Anxiety ◽  
Course Grades ◽  
Undergraduate College Students ◽  
Class Anxiety

This empirical study examined gender differences in statistics anxiety with 156 undergraduate college students (48 males, 107 females) from a liberal arts college in the United States. Students completed surveys regarding number of prior statistics classes completed and statistics anxiety. Three subscales of the Statistical Anxiety Rating Scale (STARS; Cruise, Cash, and Bolton, 1985) which measures statistics anxiety were used. No gender differences were obtained for the Worth of Statistics and Computation Self-Concept subscales. Females had greater anxiety on the Test and Class Anxiety subscale than males. For males, no significant correlations were obtained between statistics anxiety and course grades. For females, significant correlations were obtained between Worth of Statistics and course grades (r = .230, p < .05) and Computation Self-Concept and course grades (r = .226, p < .05).

scholarly journals That Old Devil Called ‘Statistics’: Statistics Anxiety in University Students and Related Factors

2020 ◽  
Author(s):  
Melita Puklek Levpušček ◽  
Maja Cukon
Keyword(s):  
High School ◽  
University Students ◽  
Trait Anxiety ◽  
Rating Scale ◽  
Self Concept ◽  
Average Score ◽  
Statistics Anxiety ◽  
Related Factors ◽  
Study Programme ◽  
Class Anxiety

The present study investigated relationships between statistics anxiety (SA), trait anxiety, attitudes towards mathematics and statistics, and academic achievement among university students who had at least one study course related to statistics in their study programme. Five hundred and twelve students from the University of Ljubljana completed the Statistics Anxiety Rating Scale (STARS), State-Trait Anxiety Inventory, and answered questions about their perceptions of mathematics and statistics. The results showed below-average mean scores on the STARS dimensions, except for the Test and Class Anxiety with the average score around the midpoint of the scale. Female students reported higher levels of SA than male students did. The highest levels of SA were reported by students who perceived mathematics and statistics as a threat. The subscales of the STARS correlated positively with students’ trait anxiety. Students who reported less enjoyment in mathematics in high school perceived statistics to be a less worthy subject and had a lower computation self-concept. Students who had better mathematics performance in high school and higher average study grades also reported a higher computation self-concept. In the present study, we translated the STARS questionnaire into Slovenian and confirmed the six-factor structure of the questionnaire. The results provide a basis for further research on statistics anxiety and further validation of the STARS questionnaire. The results can also aid statistics teachers in better understanding students’ worries, fears, and attitudes towards statistics and in learning about the factors that affect students’ statistics anxiety and their work in the course.

Differences in Self-Concept between Deep and Shallow Processors

1986 ◽  
Vol 59 (2) ◽  
pp. 544-546 ◽  
Author(s):  
Bernadette M. Gadzella ◽  
Dean W. Ginther ◽  
J. David Williamson
Keyword(s):  
College Students ◽  
Learning Processes ◽  
Self Concept ◽  
Social Self ◽  
Undergraduate College Students

The Deep Processes scale of the Inventory of Learning Processes was used to identify the deep and shallow processors and selected Tennesse Self-concept subscales were used to assess 143 undergraduate college students' self-concepts. Analysis showed that deep processors had significantly higher scores than shallow processors on Identity, Self-satisfaction, Behavior, Moral-Ethical Self, Personal Self, and Social Self and the total self-concept scales.

Exploring Gender Differences in the Relationship between HIV/STD Testing and Condom Use among Undergraduate College Students

2009 ◽  
Vol 40 (2) ◽  
pp. 97-105 ◽  
Author(s):  
Jean Breny Bontempi ◽  
Raymond Mugno ◽  
Sandra M. Bulmer ◽  
Karina Danvers ◽  
Michele L. Vancour
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Condom Use ◽  
Std Testing ◽  
Undergraduate College Students ◽  
The Relationship

scholarly journals Development and Validation of the Spiritual Impact Rating Scale for Women (SIRSW): A Tool for Assessing College Women's Spirituality

2019 ◽  
Vol 11 (7) ◽  
pp. 128
Author(s):  
Angela U. Ekwonye ◽  
Verna DeLauer ◽  
Terrence F. Cahill
Keyword(s):  
Gender Differences ◽  
Academic Success ◽  
College Women ◽  
Internal Consistency ◽  
Rating Scale ◽  
Well Being ◽  
Internal Consistency Reliability ◽  
The United States ◽  
Demographic Differences ◽  
Minimum Criteria

Spirituality impacts college student outcomes in the United States such as mental health, physical health, academic success, and healthy behaviors. Numerous studies consistently show gender differences on spirituality measures. The wealth of empirical evidence demonstrating gender differences in spirituality warranted the development of a tool for measuring college women&#39;s spirituality. The purpose of this study was to develop and examine the psychometric properties of the SIRSW, including its content validity, factorial structure, and internal consistency using a college women sample. A sample of 667 undergraduates (ages 18-26) at an all-women&rsquo;s Catholic University in the upper Midwest completed the spirituality survey in Spring 2018. Demographic characteristics were analyzed using descriptive statistics. Demographic differences in spirituality score were assessed using t-test and one-way ANOVA. Psychometric characteristics of the SIRSW were assessed by evaluating variability, internal consistency reliability, and overall scale structure. There were no significant demographic differences in total spirituality score. Internal consistency was high (Cronbach alpha = 0.97). Item-scale coefficients were above the minimum criteria. Factor analysis revealed that the 16-items measuring spirituality fell under the one-factor component and accounted for 82% of the variance. The SIRSW was found to be a valid and reliable tool for assessing the spiritual well-being of college women. Understanding college women&rsquo;s spirituality can inform the development of a spiritually oriented intervention that is consistent with their values enhancing their psychological, mental, and physical well-being.

scholarly journals “One Side Celebrates and the Other Side is Grieving”

2015 ◽  
Vol 8 (2) ◽  
pp. 29-42
Author(s):  
Noorie K Brantmeier
Keyword(s):  
United States ◽  
College Students ◽  
Native American ◽  
Mixed Methods Research ◽  
The United States ◽  
Indigenous Studies ◽  
Home Culture ◽  
Predominately White ◽  
Undergraduate College Students ◽  
Students Attitudes

Currently, few studies examine the learning and unlearning that takes place in Native American and Indigenous Studies (NAIS) courses with non-Native and predominately white undergraduate college students in the United States (US). Due to the unique history, political status, Native nationhood, and sovereignty of the United States’ Indigenous Americans, there are unique issues associated with Native American studies content that differs from other diversity-focused courses. For many US-based college students, the opportunity to openly explore the historical and contemporary experiences of groups that are culturally and linguistically different from their own home culture often occurs when taking college courses (Chang 2002). The purpose of the current study was to understand how taking NAIS courses influences undergraduate college students’ attitudes towards Indigenous people, their history, and contemporary experiences. This qualitative analysis focuses on NAIS courses as the site of inquiry and is part of a larger mixed methods research study.

USING ATTITUDES AND ANXIETIES TO PREDICT END-OF-COURSE OUTCOMES IN ONLINE AND FACE-TO-FACE INTRODUCTORY STATISTICS COURSES

2018 ◽  
Vol 17 (2) ◽  
pp. 68-81
Author(s):  
WHITNEY ALICIA ZIMMERMAN ◽  
STEFANIE R. AUSTIN
Keyword(s):  
Test Anxiety ◽  
Rating Scale ◽  
Statistics Education ◽  
Course Completion ◽  
Self Concept ◽  
Introductory Statistics ◽  
Statistics Anxiety ◽  
Final Exam ◽  
Face To Face ◽  
Significant Difference

An abbreviated form of the Statistics Anxiety Rating Scale (STARS) was administered to online and face-to-face introductory statistics students. Subscale scores were used to predict final exam grades and successful course completion. In predicting final exam scores, self-concept, and worth of statistics were found to be statistically significant with no significant difference by campus (online versus face-to-face). Logistic regression and random forests were used to predict successful course completion, with campus being the only significant predictor in the logistic model and face-to-face students being more likely to successfully complete the course. The random forest model indicated that self-concept and test anxiety were overall the best predictors, whereas separately test anxiety was the best predictor in the online group and self-concept was the best predictor in the face-to-face group. First published November 2018 at Statistics Education Research Journal Archives

Binge Drinking Among Undergraduate College Students in the United States: Implications for Other Substance Use

2001 ◽  
Vol 50 (1) ◽  
pp. 33-38 ◽  
Author(s):  
Sherry Everett Jones ◽  
John Oeltmann ◽  
Todd W. Wilson ◽  
Nancy D. Brener ◽  
Carl V. Hill
Keyword(s):  
United States ◽  
College Students ◽  
Substance Use ◽  
Binge Drinking ◽  
The United States ◽  
Undergraduate College Students

Students' Perceptions of Parental Practices and Evaluations of Self, Mother, and Father

1980 ◽  
Vol 50 (3_suppl) ◽  
pp. 1269-1270
Author(s):  
Gerald D. Nunn ◽  
Thomas S. Parish
Keyword(s):  
College Students ◽  
Parenting Practices ◽  
Parental Authority ◽  
Self Concept ◽  
Parental Discipline ◽  
Parental Practices ◽  
Midwestern University ◽  
Permissive Parenting ◽  
Undergraduate College Students

The present study examined perceptions of parental discipline and associated evaluations of self, i.e., self-concept, mother, and father by 55 undergraduate college students attending a large midwestern university. Significantly more positive evaluations of self and father, but not mother, were associated with restrictive than with permissive parenting practices. The implications in regard to acceptance of parental authority are discussed.

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