Statistics Anxiety and Instructor Immediacy
By Amanda Williams. 2010
128 citations recorded by the source corpus.
The purpose of this study was to investigate the relationship between instructor immediacy and statistics anxiety. It was predicted that students receiving immediacy would report lower levels of statistics anxiety. Using a pretest-posttest-control group design, immediacy was measured using the Instructor Immediacy scale. Statistics anxiety was measured using the Statistics Anxiety Rating Scale (STARS). Results indicated that instructor immediacy is significantly related to six factors of statistics anxiety, with immediacy explaining between 6% and 20% of the variance in students' anxiety levels. Instructors should attempt to increase their use of immediacy behaviors in order to decrease anxiety.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/6349355893d3c57f1e978487e4f9d5c98039b451
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In Education
- Mickey Garrison
- D. Airola
- Wen‐Juo Lo
- Liwen Chen
- Karee E. Dunn
- Tung-Liang Chen
- Nian-Shing Chen
- I. Clark
In Social Psychology
Citations in the corpus
- Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, background): “Statistics has long been recognised as one of the most anxiety-provoking and difficult subjects to learn in the context of higher education (DeVaney, 2010; Onwuegbuzie & Wilson, 2003; Schmid, 2013; Williams, 2010).”
- What teachers think about what they can do with data: Development and validation of the data driven decision-making efficacy and anxiety inventory (2013, methodology): “Similar to existing literature on statistics anxiety (Williams, 2010; Zeidner, 1991), DDDM anxiety was defined as the trepidation, tension, and apprehension teachers feel related to their ability to successfully engage in DDDM (Authors et al.”