THE IMPORTANCE OF ATTITUDES IN STATISTICS EDUCATION
By Caroline Ramirez, C. Schau, Esma Emmioglu. Statistics Education Research Journal, 2012
174 citations recorded by the source corpus.
People forget what they do not use. But attitudes “stick.” Our article emphasizes the importance of students’ attitudes toward statistics. We examine 15 surveys that purport to assess these attitudes and then describe the Survey of Attitudes Toward Statistics, a commonly used attitude survey. We present our conceptual model of Students’ Attitudes Toward Statistics (SATS-M), which is congruent with Eccles and colleagues’ Expectancy-Value Theory (Eccles’ EVT), as well as others. The SATS-M includes three broad constructs that impact Statistics Course Outcomes: Student Characteristics, Previous Achievement-Related Experiences, and Statistics Attitudes. We briefly describe Eccles’ EVT and other theories that support our SATS-M. We relate findings from research using the SATS to our model and end with implications for statistics education. First published November 2012 at Statistics Education Research Journal: Archives
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/ef97f26d6890c0ff2ec3bbf09e8fa615b2cc422f
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In Developmental and Educational Psychology
In Education
In Statistics and Probability
Citations in the corpus
- ATTITUDES AND ACHIEVEMENT IN STATISTICS: A META-ANALYSIS STUDY (2012, background): “These analyses will be difficult because of the variety of attitude components assessed by various measures, as well as by the confusion of names given to these components (see Ramirez et al., 2012).”