Predicting Education Science Students’ Statistics Anxiety

The Role of Prior Experiences Within a Framework of Domain-Specific Motivation Constructs

verfasst von: Günter Faber, Heike Drexler
Abstract: Based on a cognitive–motivational modeling of construct relations, this study analyzed the role of prior statistics experiences within a framework of domain-specific self-concept and value variables to predict education science students’ statistics anxiety. Data were analyzed from two independent samples comprising 113 and 87 participants—using the passing of a statistics exam as the experience measure in each case. In both samples, the results of three-way analyses of variance demonstrated students’ statistics anxiety to be substantially explained by their negative utility value and self-concept but only to a minor extent by their prior statistics experiences. Students’ statistics anxiety appeared to be dependent on value and self-concept scores across all experience levels. Though producing somewhat varying effect patterns, the findings from both samples led to similar effects, indicating the crucial role of self-belief variables. Results are discussed in terms of conceptual, methodological, and instructional implications.
Organisationseinheit(en): Institut für Psychologie
Typ: Artikel
Journal: Higher Learning Research Communications
Band: 9
Anzahl der Seiten: 17
Publikationsdatum: 06.2019
Publikationsstatus: Veröffentlicht
Peer-reviewed: Ja
ASJC Scopus Sachgebiete: Ausbildung bzw. Denomination
Elektronische Version(en): https://doi.org/10.18870/hlrc.v9i1.435 (Zugang: Offen)
https://doi.org/10.15488/5227 (Zugang: Offen)

BibTeX

@article{935ee4db64eb46d2963f83ab489b9a4c,
title = "Predicting Education Science Students{\textquoteright} Statistics Anxiety: The Role of Prior Experiences Within a Framework of Domain-Specific Motivation Constructs",
abstract = "Based on a cognitive–motivational modeling of construct relations, this study analyzed the role of prior statistics experiences within a framework of domain-specific self-concept and value variables to predict education science students{\textquoteright} statistics anxiety. Data were analyzed from two independent samples comprising 113 and 87 participants—using the passing of a statistics exam as the experience measure in each case. In both samples, the results of three-way analyses of variance demonstrated students{\textquoteright} statistics anxiety to be substantially explained by their negative utility value and self-concept but only to a minor extent by their prior statistics experiences. Students{\textquoteright} statistics anxiety appeared to be dependent on value and self-concept scores across all experience levels. Though producing somewhat varying effect patterns, the findings from both samples led to similar effects, indicating the crucial role of self-belief variables. Results are discussed in terms of conceptual, methodological, and instructional implications.",
keywords = "Mathematics self-concept, Prior statistics experiences, Statistics anxiety, Utility value",
author = "G{\"u}nter Faber and Heike Drexler",
year = "2019",
month = jun,
doi = "10.18870/hlrc.v9i1.435",
language = "English",
volume = "9",
journal = "Higher Learning Research Communications",
issn = "2157-6254",
publisher = "Walden University",
number = "1",
}