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)