Measuring statistical anxiety and attitudes toward statistics: The development of a comprehensive Danish instrument (HFS-R)

Nielsen, Tine; Kreiner, Svend

doi:10.1080/2331186x.2018.1521574

Cited by 6 publications

(25 citation statements)

References 35 publications

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“…Las variables de ansiedad ante la estadística y las actitudes hacia la estadística han sido estudiadas en la literatura desde hace décadas como un foco de estrés percibido por los alumnos que cursan estudios en disciplinas no vinculadas con las matemáticas y que tienen en su plan de estudios materias de metodología de investigación como la estadística o los métodos de investigación donde se aplican las técnicas de inferencia estadística (Bending y Hughes, 1954;Chew y Dillon, 2014;Kesici, Baloğlu, y Deniz, 2011;Nielsen y Kreiner, 2018;Onwuegbuzie y Seaman, 1995). Los resultados de nuestro estudio son una prueba más de los hallazgos detectados en dicha línea de investigación.…”

Section: Discussionunclassified

Escala Breve de Ansiedad ante la Evaluación Académica (EBAEA-3)

Frías-Navarro

Pascual-Soler

Broseta-Aguilar

et al. 2020

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The objectives: to analyze the psychometric properties of a brief scale of pre-test anxiety and discover whether there are differences between students taking subjects in the area of methodology or in other areas. The sample is composed of 404 Psychology students (M = 21.03 years, SD = 5.45). Of them, 56.4% receive training in methodology and 43.6% in other areas. The results show that the students who receive training in methodological subjects report a greater

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Section: Discussionunclassified

Escala Breve de Ansiedad ante la Evaluación Académica (EBAEA-3)

Frías-Navarro

Pascual-Soler

Broseta-Aguilar

et al. 2020

ENSAYOS

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show abstract

“…These issues were taken up by Teman (2013) disclosing evidence of differential item functioning (DIF) relative to level of study (undergraduate versus graduate students) for six STARS items. Furthermore, Nielsen and Kreiner (2018) found evidence of DIF for four items of the HFS-R: one Interpretation Anxiety itemunchanged from the STARS-in relation to statistics course attended (first, second). Another Interpretation Anxiety item-very slight variation on STARS item 18-in relation to the academic program attended (sociology, public health).…”

Section: Introductionmentioning

confidence: 96%

“…Having taught statistics for many years in several social science and health programs, where courses in statistics are methods courses linked to or integrated into the main academic discipline to varying degrees, we have ourselves experienced and dealt with student's statistical anxiety and their attitudes towards statistics. These experiences eventually lead us to develop the HFS-R 1 (Nielsen & Kreiner, 2018), in order to be able to assess statistical anxiety as well as attitudes towards statistics validly in the Danish higher education context.…”

Section: Introductionmentioning

confidence: 99%

“…The number of different dimensions measured by STARS is an important issue that a study of validity has to address. Nielsen and Kreiner (2018) described how several lines of research have looked into this problem and have reached somewhat different conclusions. One line of research started with Hsiao's (2010) small sample CFA study, which suggested that the STARS is twodimensional, and that composite scores should be formed across subscales relating to respectively anxiety and attitudes.…”

Section: Introductionmentioning

confidence: 99%

“…it does not make substantiative sense to have six correlated factors in research" preferring the two scales measuring anxiety and attitude. In a third line of research, Nielsen and Kreiner (2018) used Rasch models to test whether the three anxiety subscales in the HFS-R, derived from the STARS, were one unidimensional scale, and found that they were not.…”

Section: Introductionmentioning

confidence: 99%

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Statistical anxiety and attitudes towards statistics: Criterion-related construct validity of the HFS-R questionnaire revisited using Rasch models

Nielsen

Kreiner

2021

Cogent Education

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In 2018, Nielsen and Kreiner provided evidence that the Attitudes and Relationship to Statistics-Revised (HFS-R) questionnaire provides essentially valid, objective, and reliable measurement of three statistical anxiety constructs and one statistical attitude construct among students of sociology and public health. The purpose of the study described in this paper was to revisit the HFS-R instrument to assess the degree to which the properties of the instrument and its subscales extends to students of psychology. The study confirmed that this was largely the case. HFS-R is again found to provide essentially valid, objective and reliable measures of a three-dimensional construct related to Statistical Anxiety and a unidimensional construct associated with attitudes towards statistics. This paper provides the documentation supporting these claims.

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Educación Estadística: tendencias para su enseñanza y aprendizaje en educación secundaria y terciaria

Araya¹,

Fernández²,

Oviedo³

2021

Rev. Educación

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La Estadística se ha convertido en una disciplina importante en la era de la información debido a las herramientas que aporta para el análisis e interpretación de datos, a tal punto que la Educación Estadística es considerada como una disciplina nueva y emergente. Es por ello que el objetivo del presente documento consiste en realizar una revisión bibliográfica que permita obtener información relacionada con el desarrollo de investigaciones de carácter científico sobre diferentes elementos que pueden considerarse en los procesos de enseñanza y aprendizaje en la Educación Estadística durante el período 2010-2019 y que han derivado en distintos aportes para su implementación en el aula. Para ello, se realizó una búsqueda en revistas indexadas en las bases de datos de Scopus y EBSCO, y mediante un proceso de codificación se asignaron términos claves a cada documento. A partir de esta codificación se proponen cinco tendencias: sentido estadístico, uso de tecnologías, actitudes hacia la Estadística, conocimiento del profesorado y aprendizaje activo. El análisis de los documentos muestra la importancia de promover la alfabetización, razonamiento y pensamiento estadísticos en el aula mediante actividades que involucren el uso de recursos tecnológicos, aprendizaje activo y la necesidad por parte del profesorado de contar con conocimientos disciplinares y pedagógicos que favorezcan actitudes positivas hacia la Estadística. Se espera que esta sistematización favorezca la reflexión y una visión crítica sobre la forma de impartir temas de Estadística, y promueva en las personas docentes la necesidad de impulsar una adecuada formación estadística en sus estudiantes.

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Measuring statistical anxiety and attitudes toward statistics: The development of a comprehensive Danish instrument (HFS-R)

Cited by 6 publications

References 35 publications

Escala Breve de Ansiedad ante la Evaluación Académica (EBAEA-3)

Escala Breve de Ansiedad ante la Evaluación Académica (EBAEA-3)

Statistical anxiety and attitudes towards statistics: Criterion-related construct validity of the HFS-R questionnaire revisited using Rasch models

Educación Estadística: tendencias para su enseñanza y aprendizaje en educación secundaria y terciaria

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