Analyzing Impact of Effort, Interest and Cognitive-Competence on Statistics Achievement Through Meditation of Self-Concept Statistics

Abstract

This investigation was conducted to assess the impact of effort, interest, and cognitive competence on statistics achievement, mediated by self-concept among students. The study engaged 453 students enrolled in a statistics course at Yarmouk University, Jordan, who completed a self-report questionnaire. Path analysis facilitated the examination of both direct and indirect influences exerted by effort, interest, and cognitive competence on statistics achievement, with self-concept serving as a mediator. It was found that effort, interest, and cognitive competence significantly directly affected statistics achievement. Furthermore, self-concept was observed to partially mediate the relationships between each of effort, interest, cognitive competence, and statistics achievement. These results underscore the critical roles of effort, interest, and cognitive competence as predictors of success in statistics. The partial mediation by self-concept suggests its important but not exclusive role in enhancing academic outcomes. This study contributes to educational strategies by highlighting the potential of interventions focused on self-concept enhancement to improve academic performance in statistical education. Implications for educators and policy-makers are discussed in terms of designing effective educational interventions.