THREE PATHWAYS FROM ACHIEVEMENT GOALS TO ACADEMIC PERFORMANCE IN AN UNDERGRADUATE STATISTICS COURSE

2019 ◽  
Vol 18 (1) ◽  
pp. 94-105
Author(s):  
DANIEL LALANDE ◽  
MICHAEL CANTINOTTI ◽  
ALEXANDRE WILLIOT ◽  
JOEL GAGNON ◽  
DENIS COUSINEAU
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Achievement Goals ◽  
Structural Equation ◽  
Statistics Education ◽  
Equation Modeling ◽  
Introductory Course ◽  
Research Journal ◽  
Statistics Course ◽  
Performance Results

The purpose of this study was to test three pathways from achievement goals to academic performance in statistics classes. Participants were 247 undergraduate students in psychology taking an introductory course on statistics. They completed questionnaires shortly after the mid-term, and their final grades were provided by their professors at the end of the semester. Structural equation modeling results reveal three distinct paths from achievement goals to academic performance. Results suggest that the more participants adopted mastery goals in the context of their statistics course, the less they experienced anxiety and the better they performed in the course at the end of the semester. First published May 2019 at Statistics Education Research Journal Archives

AN EXPLORATION OF STUDENT ATTITUDES AND SATISFACTION IN A GAISE-INFLUENCED INTRODUCTORY STATISTICS COURSE

2017 ◽  
Vol 16 (2) ◽  
pp. 487-510
Author(s):  
WARREN PAUL
Keyword(s):  
Student Attitudes ◽  
Structural Equation ◽  
Statistics Education ◽  
Student Feedback ◽  
Introductory Statistics ◽  
Group Discussions ◽  
Research Journal ◽  
Statistics Course ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

We used the Survey of Attitudes Toward Statistics to (1) evaluate using pre-semester data the Students’ Attitudes Toward Statistics Model (SATS-M), and (2) test the effect on attitudes of an introductory statistics course redesigned according to the Guidelines for Assessment and Instruction in Statistics Education (GAISE) by examining the change in attitudes over the semester and, using supplementary data from an annual Student Feedback Survey, testing for a change in overall satisfaction following implementation of the redesigned course. We took an exploratory rather than confirmatory approach in both parts of this study using Bayesian networks and structural equation modelling. These results were triangulated with analysis of focus group discussions and the annual Student Feedback Survey. First published November 2017 at Statistics Education Research Journal Archives

INVESTIGATING STUDENTS’ REASONING ABOUT SAMPLING DISTRIBUTIONS THROUGH A RESOURCE PERSPECTIVE

2019 ◽  
Vol 18 (1) ◽  
pp. 26-45
Author(s):  
KELLY FINDLEY ◽  
ALEXANDER LYFORD
Keyword(s):  
Education Research ◽  
Grounded Theory ◽  
Undergraduate Students ◽  
Statistics Education ◽  
Introductory Statistics ◽  
Research Journal ◽  
Sampling Distributions ◽  
Statistics Course ◽  
Resource Perspective ◽  
Problem Setting

Researchers have documented many misconceptions students hold about sampling variability. This study takes a different approach—instead of identifying shortcomings, we consider the productive reasoning pieces students construct as they reason about sampling distributions. We interviewed eight undergraduate students newly enrolled in an introductory statistics course. Taking a grounded theory style approach, we identified 10 resources that students used when reasoning about the sampling distribution for the average within two contexts: penny years and dice rolls. Students had varied success in their responses as they made choices about how to represent their resources in their constructions. Successful constructions exemplified careful blending of resources, while less  successful constructions reflected disjoint perceptions and tensions between seemingly conflicting resources. Our findings stress the importance of framing students as capable reasoning agents by describing student resources that were used while solving tasks related to sampling distributions. We also discuss the influence of context and problem setting in students’ reasoning and resource elicitation. First published May 2019 at Statistics Education Research Journal Archives

TAKING PROJECT-BASED STATISTICS ABROAD: LEARNING EXPERIENCES AND OUTCOMES OF A PROJECT-BASED STATISTICS COURSE IN WEST AFRICA

2021 ◽  
Vol 19 (3) ◽  
Author(s):  
REBECCA AWUAH ◽  
KRISTEL M. GALLAGHER ◽  
LISA C. DIERKER
Keyword(s):  
West Africa ◽  
Undergraduate Students ◽  
Statistics Education ◽  
Positive Impact ◽  
Learning Experiences ◽  
Introductory Statistics ◽  
Research Journal ◽  
Statistics Course ◽  
The Impact

To evaluate the impact of a multidisciplinary, project-based course in introductory statistics, this exploratory study examined learning experiences, feelings of confidence, and interest in future experiences with data for undergraduate students in Ghana, West Africa. Students completed a one-semester, introductory statistics course utilizing the Passion-driven Statistics curriculum. Results showed more than half of the students put more effort into the course and found the material more challenging compared to other courses, while nearly three-quarters reported interest in one or more follow-up courses. Importantly, students also reported increased confidence in a variety of applied statistical skills. These findings demonstrate the positive impact of a multidisciplinary, project-based curriculum on undergraduate students in Ghana, West Africa and demonstrate the potential for its global portability. First published December 2020 at Statistics Education Research Journal: Archives

STUDENTS’ PERCEPTIONS OF THE FUTURE RELEVANCE OF STATISTICS AFTER COMPLETING AN ONLINE INTRODUCTORY STATISTICS COURSE

2018 ◽  
Vol 17 (2) ◽  
pp. 120-140
Author(s):  
EMMANUEL SONGSORE ◽  
BETHANY J. G. WHITE
Keyword(s):  
Education Research ◽  
Undergraduate Students ◽  
Statistics Education ◽  
Thinking Skills ◽  
Introductory Statistics ◽  
First Year ◽  
Student Interest ◽  
Introductory Courses ◽  
Research Journal ◽  
Statistics Course

Statistics educators have long recognized the importance of empowering students with statistical thinking skills that could be applied beyond the classroom. However, there is a dearth of research on how students deem statistical topics as having practical future relevance after they complete introductory courses. Focusing on student interest in and perceived value of statistics, this study reports findings from a qualitative study that examined students’ written reflections to explore the nature and extent of the perceived future relevance of statistics among undergraduate students who completed a first-year introductory statistics course online. Findings show that students deemed statistics topics as important if they could be applied to their everyday lives or their academic- and career-related interests. We conclude with recommendations for instructors of introductory statistics courses that enroll students with diverse interests and goals. First published November 2018 at Statistics Education Research Journal Archives

scholarly journals Moderating Roles of Hardiness and Self-Efficacy in the Relationship between Flow and Academic Procrastination on Academic Performance: A Structural Equation Model Approach

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
M. Vinothkumar ◽  
Kousalya ◽  
Vindya. V. Rai
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Model ◽  
Equation Modeling ◽  
Difficulty Level ◽  
Academic Procrastination ◽  
The Relationship ◽  
Moderating Role

Academic procrastination is common among students and is due to various reasons. One of the reasons can be difficulty level of the task. To involve in the task and experience a deep sense of enjoyment, there should be balance between students’ skills and task challenges which is a characteristic of flow. The present study aimed to find out the moderating role of Hardiness and Self-efficacy in the relationship between Flow and Academic Procrastination on Academic Performance. For that 170 undergraduate students were taken from different streams using stratified random sampling method. Procrastination Scale, Dispositional Flow Scale, Hardiness Scale and Self-efficacy scales were used to measure the proposed variable in the model. Results showed a significant negative relation between academic performance and procrastination and a positive relation between Academic Performance, flow, and Self-efficacy. However, there seems no significant relationship between academic performance and hardiness. Structural equation modeling results reveal that procrastination has a significant direct effect on performance and that self-efficacy plays a moderating role in the relationship between flow and procrastination on academic performance, whereas hardiness is non-significant. Hence, it can be concluded from the SEM analysis result that model can be partially accepted. The implications of the study suggest designing the syllabus to match the abilities of all the students, training to elude procrastination and to increase a student’s level of self-efficacy.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

scholarly journals Stress and Its Impact on Academic and Social Life of Undergraduate University Students in Ghana: A Structural Equation Modeling Approach

2020 ◽  
Vol 2 (1) ◽  
pp. 37-44
Author(s):  
Koawo Edjah ◽  
Francis Ankomah ◽  
Ebenezer Domey ◽  
John Ekow Laryea
Keyword(s):  
Structural Equation Modeling ◽  
Undergraduate Students ◽  
Social Life ◽  
Structural Equation ◽  
Positive Impact ◽  
Survey Design ◽  
Equation Modeling ◽  
Cross Sectional Survey ◽  
Satisfaction Scale ◽  
Cross Sectional

AbstractStress is concomitant with students’ life and can have a significant impact on their lives, and even how they go about their academic work. Globally, in every five visits by patients to the doctor, three are stress-related problems. This study examined stress and its impact on the academic and social life among students of a university in Ghana. The descriptive cross-sectional survey design was employed. Using the stratified and simple random (random numbers) sampling methods, 500 regular undergraduate students were engaged in the study. A questionnaire made up of Perceived Stress Scale and Students’ Life Satisfaction Scale was used to gather data for the study. Frequencies, percentages, means and standard deviation, and Structural Equation Modeling (SEM), with AMOS were used for the analyses. It was found that majority of the students were moderately stressed. Paramount among the stressors were academic stressors, followed by institutional stressors, and external stressors. Stress had a significant positive impact on the academic and social life of students. It was concluded that undergraduate students, in one way or the other, go through some kind of stress during the course of their study. It was recommended that the university, through its Students’ Affairs, and Counselling Sections, continue to empower students on how to manage and deal with stress in order to enhance their academic life.

scholarly journals Perceived discrimination and psychological distress among immigrants to Canada: The mediating role of bicultural identity orientations

2021 ◽  
pp. 136843022199008
Author(s):  
Mustafa Firat ◽  
Kimberly A. Noels
Keyword(s):  
Psychological Distress ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Perceived Discrimination ◽  
The Other ◽  
Equation Modeling ◽  
Bicultural Identity ◽  
Cross Sectional ◽  
Mediating Role ◽  
The Relationship

Bicultural identity orientations have rarely been examined in relation to both perceived discrimination and psychological distress. Furthermore, these constructs have usually been studied in isolation, but their intersection is essential for understanding intercultural relations in multicultural societies. Using cross-sectional data from 1,143 Canadian undergraduate students from immigrant families, this study explored the relationship between perceived discrimination and psychological distress, and how bicultural identity orientations might mediate this relationship. The structural equation modeling results indicated that perceived discrimination was associated with higher levels of psychological distress and hybrid, monocultural, alternating, and conflicted orientations, but lower levels of complementary orientation. Alternating and conflicted orientations were related to higher psychological distress, whereas the other orientations were not. Alternating and conflicted orientations mediated the relationship between perceived discrimination and psychological distress, whereas the other orientations did not. The findings are discussed in light of theories on identity integration, rejection–identification, and acculturation.

scholarly journals Why Do College Students Cheat? A Structural Equation Modeling Validation of the Theory of Planned Behavior

2017 ◽  
Vol 10 (8) ◽  
pp. 40 ◽  
Author(s):  
Saeed Abdullah AL-Dossary
Keyword(s):  
High School ◽  
Structural Equation Modeling ◽  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
Cheating Behavior ◽  
Tpb Model ◽  
Explained Variance

Cheating on tests is a serious problem in education. The purpose of this study was to test the efficacy of a modified form of the theory of planned behavior (TPB) to predict cheating behavior among a sample of Saudi university students. This study also sought to test the influence of cheating in high school on cheating in college within the framework of the TPB. Analyses were conducted on a sample of 322 undergraduate students using structural equation modeling. The results were consistent with the TPB model’s predictions. The TPB model explained a modest variance in cheating in college. When cheating in high school added to the model, the proportion of explained variance increased and cheating in high school was the best predictor of cheating in college. Although not hypothesized by the TPB, subjective norm had a direct effect on attitude.

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

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