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.

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 Self-Concept and Physical Activity: Differences Between High School and University Students in Spain and Portugal

2019 ◽  
Vol 10 ◽  
Author(s):  
Wanesa Onetti-Onetti ◽  
José Luis Chinchilla-Minguet ◽  
Fernando Manuel Lourenço Martins ◽  
Alfonso Castillo-Rodriguez
Keyword(s):  
Physical Activity ◽  
High School ◽  
University Students ◽  
Self Concept

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

Right Hemisphericity and Low Self-Esteem in High School Students: A Replication

1992 ◽  
Vol 75 (3_suppl) ◽  
pp. 1058-1058 ◽  
Author(s):  
Carri-Lynne Lazure ◽  
M. A. Persinger
Keyword(s):  
High School ◽  
High School Students ◽  
Negative Affect ◽  
University Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Affective Component ◽  
Hemispheric Activation

A total of 26 Grade 9 and 24 Grade 12 boys and girls were administered the Rosenberg self-esteem questionnaire and Vingiano's hemisphericity questionnaire. Greater right hemisphericity was associated with lower self-esteem. The strength of the effect ( r = 0.52) was comparable to previous studies involving university students and supports the hypothesis that persistent input of negative affect from right hemispheric activation adversely influences the affective component of self-concept.

scholarly journals Kecemasan Statistika pada Mahasiswa Program Sarjana Pendidikan Agama Islam Universitas Islam Negeri Walisongo Semarang

2020 ◽  
Vol 3 (2) ◽  
pp. 55
Author(s):  
Dwi Yunitasari ◽  
Muhammad Iqbal
Keyword(s):  
Undergraduate Student ◽  
Rating Scale ◽  
Statistics Anxiety ◽  
Undergraduate Program ◽  
Statistics Course ◽  
Measurement Results ◽  
Class Anxiety ◽  
High Level ◽  
Anxiety And Fear

Abstract: The high level of student’s statistics anxiety  affects the performance of students in the study of statistics. The measurement of statistical anxiety is still rarely done, and the measurement results are also vary.  This study explores the level of student's statistical anxiety in the Islamics Education undergraduate program at UIN Walisongo Semarang who took the statistics course in the odd semester of 2020/2021. Research respondents were 70 people. To measure the level of anxiety of statistics students, an instrument of measurement that is used is the Statistical Anxiety Rating Scale (STARS) at the three factors first, namely: Test and class anxiety, Interpretation Anxiety, and Fear of Asking for Help. Observations carried out by way of filling the questionnaire by the students, and analysis of data using analysis of statistics descriptive. Results of the study showed the levels of statistics anxiety for undergraduate student at the Islamic Study of UIN Walisongo Semarang is an amount to 31%. The factors that most trigger statistical anxiety are tests and class activity. If differentiated by the type of sex, then a student of women experiencing anxiety statistics are more substantial than the students of men.Abstrak: Tingginya level kecemasan statistika (statistics anxiety) mahasiswa mempengaruhi performa mahasiswa dalam belajar statistika. Pengukuran kecemasan statistika masih jarang dilakukan, dan hasil pengukurannya juga beragam. Penelitian ini mengeksplorasi level kecemasan statistika mahasiswa pada program sarjana PAI UIN Walisongo Semarang yang mengambil matakuliah statistika pada semester gasal 2020/2021. Responden penelitiannya adalah 70 orang. Untuk mengukur level kecemasan statistika mahasiswa, instrumen pengukuran yang digunakan adalah  Statistical Anxiety Rating Scale (STARS) dengan dengan tiga faktor pertama, yaitu:, Test and class anxiety, Interpretation Anxiety, dan Fear of Asking for Help. Observasi dilakukan dengan cara pengisian kuesioner oleh mahasiswa, dan analisis data menggunakan analisis statistika deskriptif. Hasil penelitian menunjukkan level kecemasan statistika mahasiswa program sarjana PAI UIN Walisongo Semarang adalah sebesar 31%. Faktor yang paling memicu kecemasan statistika adalah ujian dan kegiatan perkuliahan (Test and Class Anxiety). Jika dibedakan berdasarkan jenis kelamin, maka mahasiswa perempuan mengalami kecemasan statistika yang lebih besar dibandingkan mahasiswa laki-laki.

Psychometric Properties of the Statistics Anxiety Rating Scale

2002 ◽  
Vol 90 (1) ◽  
pp. 315-325 ◽  
Author(s):  
Mustafa Baloğlu
Keyword(s):  
Psychometric Properties ◽  
Internal Consistency ◽  
Rating Scale ◽  
State Universities ◽  
Statistics Anxiety ◽  
Point Rating Scale ◽  
Confirmatory Factor ◽  
Class Anxiety ◽  
Test Retest Reliability ◽  
Elementary Statistics

The Statistics Anxiety Rating Scale has 51 items, each scored on a 5-point rating scale to measure statistics anxiety with six subscales, Worth of Statistics, Interpretation Anxiety, Test and Class Anxiety, Computational Self-concept, Fear of Asking for Help, and Fear of Statistics Teachers. Psychometric properties included analyses of construct and concurrent validities an internal consistency and test-retest reliability. 221 college students (74% women; M age = 28 yr.) in elementary statistics courses at several southwestern state universities participated. The findings are consistent with previous reports and indicate adequate concurrent validity, internal consistency, and split-half reliability, but for construct validity confirmatory factor analysis yielded marginal support.

Differences in University Students' Attitudes and Anxiety about Statistics

2009 ◽  
Vol 104 (3) ◽  
pp. 737-744 ◽  
Author(s):  
Andile Mji
Keyword(s):  
Rating Scale ◽  
Mathematics Learning ◽  
Statistics Anxiety ◽  
African Students ◽  
Technology Students ◽  
University Of Technology ◽  
Study Programs ◽  
Attitudes Toward Statistics ◽  
Students Attitudes ◽  
Class Anxiety

The Statistics Anxiety Rating Scale and the Attitudes Toward Statistics questionnaire were administered to 226 university of technology students. The former scale measures anxiety about learning statistics in terms of Worth of Statistics, Interpretation Anxiety, Test and Class Anxiety, Computational Self-concept, Fear of Asking for Help, and Fear of Statistics Teachers. The latter measures attitudes toward use of statistics and statistics course for which a student was registered. These African students were enrolled in Taxation, Marketing, or Accounting. Participants took a required course in statistics intended to improve statistical skills. There were 150 women and 57 men, chosen because they had no previous mathematics learning. Students' ages ranged between 16 and 26 years ( M = 20.1, SD = 2.0). There were no statistically significant sex differences on attitudes and anxiety toward statistics, but there were significant differences among areas of study programs.

Recognizing overdose, knowing when to call 911: Attitude change in middle school, high school, and university students

2014 ◽  
Author(s):  
Selina Keipert ◽  
Courtney Downs ◽  
Jordan Caulk ◽  
Daniela Santos ◽  
Bradley Trager ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
University Students ◽  
Attitude Change
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