COGNITIVE AND NON-COGNITIVE FACTORS RELATED TO STUDENTS’ STATISTICS ACHIEVEMENT

By Francesca Chiesi, Primi Caterina. Statistics Education Research Journal, 2010

178 citations recorded by the source corpus.

The aim of this study was to investigate students’ achievement in introductory statistics courses taking into account the relationships between cognitive and non-cognitive factors. It was hypothesised that achievement was related to background in mathematics (a cognitive variable), as well as to attitudes toward statistics and anxiety (non-cognitive variables). Students were presented with measures assessing their attitudes, mathematical competence, and anxiety toward courses and examinations at the beginning and at the end of their statistics course. Achievement was assessed by tasks assigned during the course, as well as by students’ final grades and the number of exam failures. The results reveal the reationships between cognitive and non-cognitive factors, their changes during the course, and how both interact in predicting achievement. First published May 2010 at Statistics Education Research Journal: Archives

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c830552d3bbab5ed55c04874ded1efd33856c1fe

Citations in the corpus

• ATTITUDES AND ACHIEVEMENT IN STATISTICS: A META-ANALYSIS STUDY (2012, unknown): “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”