Individual differences in statistics anxiety among college students.

By Baloglu. 2003

171 citations recorded by the source corpus.

The present study investigated differences in statistics anxiety levels based on students' gender and age. Using the statistics anxiety scores of 246 college students, a 2×3 between-subjects factorial multivariate analysis of covariance was performed on the six dependent variables (worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of statistics teachers) that were hypothesized to be six dimensions of statistics anxiety. Independent variables were gender and age. Previous mathematics experience (PME) was entered as a covariate. The results showed that PME was significant and accounted for 17% of the variance in the combined dependent variables. There was no significant interaction effect and no significant main effect for gender. After adjusting for the effects of the covariate, a significant main effect for age was found. Older students showed significantly higher statistics test and class anxiety than younger students, even though older students showed the most positive attitudes toward the usefulness of statistics.

Subfields: Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e6e221ecf34fc4068417c3fff26e7c5ce03c894d

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In Statistics and Probability

1. S. Buckley
2. Mark Shevlin
3. M. Dempster
4. Manuela Paechter
5. Daniel Macher
6. M. Goos
7. D. Hanna
8. Ilona Papousek

Citations in the corpus

• The structure of the statistics anxiety rating scale: A confirmatory factor analysis using UK psychology students (2008, result): “Therefore, it appears that there are no differences in the structure of statistical attitudes and anxiety among students in the UK and USA.”
• Statistics anxiety, trait anxiety, learning behavior, and academic performance (2012, background): “Three types of antecedents of statistics anxiety can be identified (Baloglu 2004; Baloglu and Zelhart 2004; Onwuegbuzie and Wilson 2003): situation-related antecedents (i.”
• Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “MA is characterised by both physiological (e.g. increased heart rate) and cognitive symptoms (e.g. negative thoughts) and is often considered one of the biggest obstacles to learning in the mathematics classroom (Baloğlu, 2003; Hembree, 1990).”