Assessing statistics attitudes among college students: Psychometric properties of the Italian version of the Survey of Attitudes toward Statistics (SATS)

By Francesca Chiesi, Caterina Primi. 2009

117 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/77afbf55d68f6e34767baa29ea17311d2ad10c95

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In Statistics and Probability

Citations in the corpus

COGNITIVE AND NON-COGNITIVE FACTORS RELATED TO STUDENTS’ STATISTICS ACHIEVEMENT (2010, methodology): “The Italian version of SATS was validated through confirmatory factor analysis, and good indices for both reliability and validity were obtained (Chiesi & Primi, 2009).”
Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach (2011, background): “…that students’ level of achievement in statistics courses is frequently positively correlated with students’ post course attitudes toward statistics (Chiesi and Primi, 2009; Elmore, et al., 1993; Finney and Schraw, 2003; Roberts and Saxe, 1982; Schau, 2003; Schutz, Drogosz, White, and Distefano,…”
Factors Affecting Students’ Attitude toward Mathematics: A Structural Equation Modeling Approach (2017, background): “…attitude towards mathematics because there is a correlation between students’ attitude towards mathematics and their mathematical results (Bilican, Demirtasli, & Kilmen, 2011; Chiesi & Primi, 2009; Dumais, 2009; Lipnevich et al., 2011; Marchis, 2011; Singh & Imam, 2013; Author, and Khoo, 2010).”
ATTITUDES AND ACHIEVEMENT IN STATISTICS: A META-ANALYSIS STUDY (2012, background): “These studies were conducted in eight different countries: United States (Cashin & Elmore, 2005; Finney & Schaw, 2003; Schau, 2003b; Schau, personal communication,2010; Schutz, Drogosz, White, & Distefano, 1998; Scott, 2001; Sorge & Schau, 2002; Stone et al., 2003), Italy (Chiesi & Primi, 2009, 2010”
SURVEYS ASSESSING STUDENTS’ ATTITUDES TOWARD STATISTICS: A SYSTEMATIC REVIEW OF VALIDITY AND RELIABILITY (2012, result): “Structural equation modeling and regression results indicate that students' attitudes toward statistics as measured by the SATS-28 and SATS-36 account for between 2% and 21% of the variance in students' achievement (Chiesi & Primi, 2009; Nasser, 2004; VanHoof et al., 2011).”