Self-compassion mindsets can predict statistics course performance via intelligence mindsets and statistics anxiety

2021 ◽  
Vol 90 ◽  
pp. 102047
Author(s):  
Jia Wei Zhang ◽  
Erica Kessler ◽  
Jason L.G. Braasch
Keyword(s):  
Statistics Anxiety ◽  
Course Performance ◽  
Self Compassion ◽  
Statistics Course

scholarly journals Reducing Anxiety and Increasing Self-efficacy within an Advanced Graduate Psychology Statistics Course

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
April L McGrath ◽  
Alyssa Ferns ◽  
Leigh Greiner ◽  
Kayla Wanamaker ◽  
Shelley Brown
Keyword(s):  
Focus Group ◽  
Nous Avons ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Future Research ◽  
Statistics Anxiety ◽  
Course Performance ◽  
Group Data ◽  
Statistics Course ◽  
Focus Group Data

In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach. Statistics anxiety significantly decreased and students’ current statistics self-efficacy increased. Further, course performance was positively correlated with self-efficacy and a strong negative relationship between statistics anxiety and self-efficacy was documented. Focus group data suggested students appreciated aspects of this teaching framework and that they thought it served to reduce anxiety. In addition to this teaching framework, two instructional techniques were used to teach two specific statistical concepts. These techniques did not result in significant performance differences; however, students reported enjoying the activities and encouraged their use in future classes. Overall, this study suggests a multifaceted teaching framework may be useful in helping graduate students overcome anxiety and increase self-efficacy when completing an advanced statistics course. The research presented here adds to the growing literature concerning the importance of non-cognitive factors when teaching statistics. Limitations and directions for future research are discussed. Dans cette étude, nous avons évalué l’utilité d’un cadre pédagogique à plusieurs facettes dans un cours de statistiques de niveau avancé. Nous avons cherché à accroître les résultats de nos recherches passées en utilisant ce cadre pour évaluer les changements en matière d’anxiété et d’auto-efficacité et nous avons recueilli des données de la part de groupes cibles pour vérifier si les étudiants attribuaient de tels changements à une approche pédagogique à plusieurs facettes. L’anxiété vis à vis des statistiques avait beaucoup diminué et l’auto efficacité actuelle des étudiants en matière de statistiques avait augmenté. De plus, le rendement des cours était lié de façon positive à l’auto efficacité et une forte relation négative a été documentée entre l’anxiété vis à vis des statistiques et l’auto efficacité. Les données recueillies des groupes cibles suggèrent que les étudiants ont apprécié les divers aspects de ce cadre pédagogique et qu’ils ont pensé que celui-ci permettait de réduire l’anxiété. Outre ce cadre pédagogique, deux techniques d’instruction ont été utilisées pour enseigner deux concepts de statistiques spécifiques. Ces techniques n’ont pas donné lieu à des différences significatives, toutefois les étudiants ont rapporté qu’ils avaient aimé les activités et qu’ils encourageaient leur emploi dans d’autres cours à l’avenir. En général, cette étude suggère qu’un cadre pédagogique à plusieurs facettes peut être utile pour aider les étudiants des cycles supérieurs à surmonter l’anxiété et à augmenter l’auto efficacité dans les cours de statistiques de niveau avancé. La recherche présentée ici s’ajoute à la documentation de plus en plus vaste qui existe déjà sur l’importance des facteurs non cognitifs dans l’enseignement des statistiques. L’article présente également une discussion sur les limites et les directions à suivre pour des recherches futures.

scholarly journals Statistics anxiety in university students in assessment situations

2018 ◽  
Author(s):  
Dolores Frias-Navarro ◽  
Hector Monterde-i-Bort ◽  
Nuria Navarro-Gonzalez ◽  
Olaya Molina-Palomero ◽  
Marcos Pascual-Soler ◽  
...  
Keyword(s):  
Psychology Students ◽  
Statistics Anxiety ◽  
Course Materials ◽  
Teaching Guide ◽  
Statistics Course ◽  
Research Designs ◽  
The Subject ◽  
Performance Statistics ◽  
High Level ◽  
The Relationship

Many students have feelings of state anxiety when exams, and these feelings probably affect their performance. Statistics courses have been identified as producing the most anxiety. The purpose of our study is to measure statistics anxiety throughout an academic course (pre-test and three assessments) in order to observe its change and analyze the relationship between statistics anxiety and academic achievement. The sample is composed of 30 Psychology students taking a course in research designs and statistics (26.7% men and 73.3% women) with a mean age of 20.31 years (SD = 3.76). The results show that the students begin with a high level of statistics anxiety that gradually declines as the course progresses and they study the course materials. Moreover, the final achievement in the subject maintains an inverse relationship with the level of statostics anxiety. The recommendation is to present the detailed contents of the teaching guide on the first day of the course in order to reduce students' anxiety and uncertainty when beginning a statistics course.

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.

scholarly journals KECEMASAN STATISTIK DITINJAU DARI JENIS KELAMIN

QUALITY ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 140
Author(s):  
Rini Risnawita Suminta ◽  
Fatma Puri Sayekti
Keyword(s):  
Social Sciences ◽  
Data Collection ◽  
Female Students ◽  
Statistics Anxiety ◽  
Male And Female ◽  
The Social ◽  
Statistics Course ◽  
Islamic Psychology ◽  
Psychology Course

<p><em>The statistics course has always been one of the subjects of anxiety stressors for students who take the social sciences. Most students choose this subject of social sciences in order to avoid statistics or numeracy courses. Nevertheless students who take the social sciences must face a statistical course. This study aims to determine the differences of statistical anxiety in terms of gender. Respondents in this study are 66 students of Islamic Psychology course, Department of Ushuluddin, Sekolah Tinggi Agama Islam Negeri (STAIN) Kediri. The data collection techniques used in this study is a questionnaire in the form of scale. Statistics anxiety is the fear that occurs when a student working on a statistics course includes the collection, processing and interpretation of data. The results showed that there was a statistical anxiety difference between STAIN Kediri male and female students.</em></p>

scholarly journals Studying Statistics Anxiety Requires Sound Statistics: A Comment on Siew, McCartney, and Vitevitch (2019)

2019 ◽  
Author(s):  
Fabian Dablander ◽  
Sacha Epskamp ◽  
Jonas M B Haslbeck
Keyword(s):  
Data Analysis ◽  
Statistical Model ◽  
Network Model ◽  
Network Science ◽  
Network Models ◽  
Statistics Anxiety ◽  
Scientific Disciplines ◽  
Statistics Course ◽  
Relevant Topic ◽  
Using Data

Empirical scientists cannot do without statistics. This fact is reflected by the pervasiveness of statistics courses in the curricula of essentially all scientific disciplines. Unfortunately, many students exhibit statistics anxiety, that is, ''feelings of anxiety [...] when taking a statistics course or doing statistical analyses'' (Cruise, Cash, &amp; Bolton, 1985, p. 92). In a recent publication, Siew, McCartney, &amp; Vitevitch (2019) aim to shed new light on this highly relevant topic by using data analysis tools from the field of network science. However, just as with any other statistical model, one has to carefully assess the adequacy and robustness of a network model. In this commentary, we point to a number of shortcomings in the article by Siew et al. (2019) with respect to this goal that question their main conclusions. We explain each problem and suggest ways to address it. We hope that these suggestions help to put future investigation of statistics anxiety using network models on a firm methodological basis.

scholarly journals Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Whitney Alicia Zimmerman ◽  
Glenn Johnson
Keyword(s):  
Rating Scale ◽  
Introductory Statistics ◽  
Stepwise Logistic Regression ◽  
Statistics Anxiety ◽  
Online Instructors ◽  
Undergraduate Level ◽  
Expected Time ◽  
Time Commitment ◽  
Statistics Course ◽  
Students Attitudes

Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument, an abbreviated form the Statistics Anxiety Rating Scale (STARS), a survey of expected grade and expected time commitment, and the first lesson quiz. At the end of the semester, whether or not each student successfully completed the course with a grade of D or higher was recorded. It was hypothesized that students who successfully completed the course would have had favorable ratings on each of these variables. While there were no significant differences between students who did and did not successfully complete the course in terms of anxiety, attitudes, or expected time commitment, students who completed the course had higher scores on the GOALS, higher expected grades, and higher scores on the first quiz of the semester. Stepwise logistic regression found that students’ attitudes towards statistics teachers and scores on the first quiz of the semester could be used to predict whether or not students would successfully complete the course. Based on these findings, suggestions for online instructors are given.

CORRELATES OF EXAM PERFORMANCE IN AN INTRODUCTORY STATISTICS COURSE: BASIC MATH SKILLS ALONG WITH SELF-REPORTED PSYCHOLOGICAL/BEHAVIORAL AND DEMOGRAPHIC VARIABLES

2021 ◽  
Vol 20 (1) ◽  
pp. 3
Author(s):  
LAURA A. RABIN ◽  
ANJALI KRISHNAN ◽  
ROSE BERGDOLL ◽  
JOSHUA FOGEL
Keyword(s):  
Demographic Variables ◽  
Exam Performance ◽  
Introductory Statistics ◽  
Math Skills ◽  
Course Performance ◽  
Math Assessment ◽  
White Ethnicity ◽  
Mathematics Skills ◽  
Statistics Course ◽  
Undergraduate Psychology

This study investigated whether basic mathematics skills are associated with undergraduate psychology statistics course performance while simultaneously considering self-reported psychological/behavioral and demographic variables. Participants (n = 460) completed a Math Assessment for College Students (MACS), which included questions ranging from calculating percentages to graphical interpretation. The researchers used a discriminant correspondence analysis to reveal differences in course performance evaluated as the average of three exam grades. For the variation in the average exam scores accounted for by our model, the MACS scores provided the largest contribution. Other variables associated with better exam grades included white ethnicity, non-transfer status, lower year in school, and low procrastination. The researchers discuss the implications for helping instructors identify areas of basic mathematical deficiency and strength.

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