Self-efficacy beliefs in college statistics courses.

By S. Finney, Gregory Schraw. 2003

288 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b49c7f7dc4ecd0e310363a44dd9ecf8d1043541c

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In Education

In Statistics and Probability

Citations in the corpus

Intrinsic Motivation and Rewards: What Sustains Young Children's Engagement with Text? (2008, background): “Finney and Schraw (2003) reported increases in the affective indicators of reading motivation when choice of reading material was offered; however, they did not find gains in the cognitive indicators of reading achievement.”
ATTITUDES AND ACHIEVEMENT IN STATISTICS: A META-ANALYSIS STUDY (2012, background): “The largest correlation coefficient between statistics achievement and Affect was 0.60 (Finney & Schaw, 2003, U.S.) whereas the lowest was 0.12 (Tempelaar et al., 2006, Netherlands).”
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions (2007, background): “Academic performance, persistence, self-regulatory strategy use, and choice of task have all been linked to high academic self-efficacy (Bandura, 1997; Finney & Schraw, 2003; Pintrich & De Groot, 1990; Schunk & Pajares, 2002; Stone, 2000).”
Teachers’ Attitudes Towards Statistics (2011, result): “These results confirm suggestions by Finney and Schraw (2003) that, for research into statistics attitudes, specific affective measures are more likely than general affective measures to provide meaningful results.”
Increasing Academic Self-Efficacy in Statistics With a Live Vicarious Experience Presentation (2012, unknown): “…and statistics often affects performance (Bong & Skaalvik, 2003), leading to many studies exploring the links between self-efficacy and success in mathematics (Finney & Schraw, 2003; Friedel, Cortina, Turner, & Midgley, 2010; Harlow, Burkholder, & Morrow, 2006; Kennett, Young, & Catanzaro, 2009).”
Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses (2010, background): “The relationship between anxiety and attitude was evidenced by Finney and Schraw (2003) who reported statistically significant negative relationships.”
Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach (2011, background): “…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, 1998; Sorge and Schau, 2002) it would not be…”
Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance (2010, background): “According to Finney and Schraw (2003) academic self-efficacy should be measured at a task-specific level.”
A Demonstration of a Systematic Item-Reduction Approach Using Structural Equation Modeling (2012, methodology): “Specifically, the proposed covariance matrix for the primary factor (Σ), which has been supported by prior research (Finney & Schraw, 2003) was tested against the sample covariance matrix (S) (Bollen, 1989).”
How to analyze Likert and other rating scale data (2015, background): “Two measures were related to statistical self-efficacy: self-efficacy to learn statistics (SELS) and current statistics self-efficacy (CSSE).(62) Both of these instruments consisted of only one domain.”
Relationship Between Graduate Students’ Statistics Self-Efficacy, Statistics Anxiety, Attitude Toward Statistics, and Social Support (2011, background): “Finney and Schraw (2003) investigated whether self-efficacy to learn statistics is related to performance in a statistics course and whether self-efficacy to learn statistics increased during a 12-week introductory statistics course. One hundred and three undergraduate students from a large Midweste”