Statistics play a key role in many areas of modern society including technology, social and behaviour studies, economics and the sciences. Statistics anxiety (SA) has a detrimental impact on academic experiences in university populations. Although, the mediator factors remain underexplored. We conducted the first systematic review and meta-analysis focused on SA in university students in the context of: statistical performance; individual differences in statistical learning; self-perceptions regarding statistics course and instructor; and sociodemographic factors. Searches were carried out in the databases: PsycINFO, PubMed, Scielo, and Web of Science, according to our pre-registration. Forty studies were selected for systematic review. Seventeen were included in a series of six meta-analyses concerning: academic achievement, attitudes, self-perception, procrastination, and gender. Findings reveal learning strategies, procrastination, self-efficacy and self-awareness as predictors of SA.However, the impact of sociodemographic data in these moderators is still uncharted. We concluded with a critical appreciation of the selected studies and presented future directions for research in SA.
Psicóloga. Doutora em Psicologia Escolar e do Desenvolvimento Humano pela USP, Docente da graduação no curso de Psicologia e no Programa de Pós-graduação Stricto-Sensu em Psicologia, da Universidade São Francisco-SP. *Agência de fomento: CNPqResumo Este estudo objetivou analisar os estilos de aprendizagem e as condições de estudo de estudantes de Psicologia. Participaram 192 estudantes de duas universidades (pública e privada) do estado do Paraná. Foi aplicado, coletivamente, um questionário visando identificar os estilos de aprendizagem e as condições de estudo. Os resultados evidenciaram que os estudantes dormem tarde e na sala de aula sentem-se cansados e sonolentos. Também foi observado que a atividade em grupo é a mais escolhida entre os estudantes, especialmente em situações de avaliação da aprendizagem. Fora do ambiente universitário, o estudo ocorre simultaneamente com outras atividades como assistir à televisão, acessar às redes sociais etc. Dessa forma, identificou-se que o ambiente de estudo não está estruturado de forma que favoreça a atividade de leitura e estudo. Assim, este estudo discorre sobre as implicações pedagógicas e psicoeducacionais.Palavras-chave: aprendizagem; estudo; universidade. AbstractThis research investigates the learning styles and study condition of Psychology students. The sample is composed by 192 students from two universities (public and private) from Parana state. It was applied a questionnaire focusing the student's learning style and the study conditions. The results have showed that students sleep late and in the classroom feel tired and sleepy. It also became evident that the group activity is the choice among students, especially when it is configured as assessing learning. Outside the university environment the study is simultaneously with other activities such as watching television, get on social networks, among others. Another fact is that the learning environment is not quiet, because it seems they do not have a place/space dedicated to the study. Pedagogical and psycho-educational implications are discussed.Keywords: learning; study; university ResumenEste estudio tuvo como objetivo analizar los estilos de aprendizaje y las condiciones de estudio de estudiantes de Psicología. Participaron 192 estudiantes de dos universidades (pública y privada) de la província de Paraná. Fue aplicado, colectivamente, un cuestionario buscando identificar los estilos de aprendizaje y las condiciones de estudio. Los resultados mostraron que los estudiantes duermen tarde y en la clase se sienten cansados y con sueño. También fue observado que la actividad en grupo es la más elegida entre los estudiantes, sobre todo en situaciones de evaluación del aprendizaje. Fuera del entorno universitário, el estudio ocurre simultáneamente con otras actividades como ver la televisión, accesar las redes sociales, etc. De esta maneira, se identificó que el entorno de estudio no está estructurado de forma que favorezca la actividad de lectura y estudio. Así, este estudio discute sobre las implicacio...
This article aimed to analyze the level of reading comprehension in elementary school students; to verify differences between school years for the Cloze test; investigate possible relationships between reading comprehension, learning strategies and verbal reasoning, and verifying whether verbal reasoning can predict the other variables. The participants were 470 students from grades 2 to 9 from the public network of a city in the north of Paraná, who answered the Cloze test and the Assessment Scale of Learning Strategies. Of the total sample, 45 students were selected to respond to the Wechsler Scale Verbal Scale of Abbreviated Intelligence. The sample presented a level of independent reading comprehension, and significant differences were found among students of the 2nd, 3rd and 4th years in comparison to the other school years. Statistically significant and positive correlations were obtained between the constructs, and the verbal reasoning showed to predict the other variables.
This is a systematic review and meta-analysis concerning statistics anxiety in university students. Following our pre-registration, we searched on databases such as PsycINFO, PubMed, Scielo, and Web of Science. After the exclusions, 40 studies were selected for systematic review and 17 for a series of six meta-analyses. Results confirmed the multidimensionality of statistics anxiety in university students. The impact of sociodemographic factors remains uncertain since they are underexplored. Overall, learning strategies, procrastination, self-efficacy, and self-awareness were strong predictors of SA.
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