Relationship Between Graduate Students’ Statistics Self-Efficacy, Statistics Anxiety, Attitude Toward Statistics, and Social Support

Perepiczka, Michelle; Chandler, Nichelle; Becerra, Michael

doi:10.15241/mpa.1.2.99

Cited by 50 publications

(64 citation statements)

References 30 publications

(1 reference statement)

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“…There is a consistent negative relationship reported between statistics anxiety and course performance (Onwuegbuzie & Wilson, 2003), and evidence of a positive relationship between self-efficacy and performance (Lane, Hall, & Lane, 2004). Our finding of a strong negative relationship between anxiety and self-efficacy supports past findings (Onwuegbuzie, 2000;Pajares & Miller, 1995), and it has been suggested that poor self-efficacy beliefs in the face of learning statistics may create a selffulfilling prophecy for students (Perepiczka, Chandler, Becerra, 2011).…”

Section: Resultssupporting

confidence: 86%

Reducing Anxiety and Increasing Self-efficacy within an Advanced Graduate Psychology Statistics Course

et al. 2015

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In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach. Statistics anxiety significantly decreased and students’ current statistics self-efficacy increased. Further, course performance was positively correlated with self-efficacy and a strong negative relationship between statistics anxiety and self-efficacy was documented. Focus group data suggested students appreciated aspects of this teaching framework and that they thought it served to reduce anxiety. In addition to this teaching framework, two instructional techniques were used to teach two specific statistical concepts. These techniques did not result in significant performance differences; however, students reported enjoying the activities and encouraged their use in future classes. Overall, this study suggests a multifaceted teaching framework may be useful in helping graduate students overcome anxiety and increase self-efficacy when completing an advanced statistics course. The research presented here adds to the growing literature concerning the importance of non-cognitive factors when teaching statistics. Limitations and directions for future research are discussed. Dans cette étude, nous avons évalué l’utilité d’un cadre pédagogique à plusieurs facettes dans un cours de statistiques de niveau avancé. Nous avons cherché à accroître les résultats de nos recherches passées en utilisant ce cadre pour évaluer les changements en matière d’anxiété et d’auto-efficacité et nous avons recueilli des données de la part de groupes cibles pour vérifier si les étudiants attribuaient de tels changements à une approche pédagogique à plusieurs facettes. L’anxiété vis à vis des statistiques avait beaucoup diminué et l’auto efficacité actuelle des étudiants en matière de statistiques avait augmenté. De plus, le rendement des cours était lié de façon positive à l’auto efficacité et une forte relation négative a été documentée entre l’anxiété vis à vis des statistiques et l’auto efficacité. Les données recueillies des groupes cibles suggèrent que les étudiants ont apprécié les divers aspects de ce cadre pédagogique et qu’ils ont pensé que celui-ci permettait de réduire l’anxiété. Outre ce cadre pédagogique, deux techniques d’instruction ont été utilisées pour enseigner deux concepts de statistiques spécifiques. Ces techniques n’ont pas donné lieu à des différences significatives, toutefois les étudiants ont rapporté qu’ils avaient aimé les activités et qu’ils encourageaient leur emploi dans d’autres cours à l’avenir. En général, cette étude suggère qu’un cadre pédagogique à plusieurs facettes peut être utile pour aider les étudiants des cycles supérieurs à surmonter l’anxiété et à augmenter l’auto efficacité dans les cours de statistiques de niveau avancé. La recherche présentée ici s’ajoute à la documentation de plus en plus vaste qui existe déjà sur l’importance des facteurs non cognitifs dans l’enseignement des statistiques. L’article présente également une discussion sur les limites et les directions à suivre pour des recherches futures.

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Section: Resultssupporting

confidence: 86%

Reducing Anxiety and Increasing Self-efficacy within an Advanced Graduate Psychology Statistics Course

et al. 2015

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“…Liu, Onwuegbuzie&Meng (2012) using samples size of 201 college students in china found that students experiences statistics anxiety this is also consistent with the findings of Perepiczka et al (2011).…”

Section: Discussionsupporting

confidence: 66%

“…Viewing along the same line, Kpolovie (2010) asserts that conducting of a research is a sine qua non for graduation, be it for first degree, masters or doctoral level. Statistics courses are key requirement for many university programmes (McGrath et al, 2015;Onwuegbuzie& Wilson, 2003;Perepiczka et al 2011). These courses help students learn the skills necessary to conduct their own research to interpret and critically evaluate real world concepts.…”

Section: Introductionmentioning

confidence: 99%

Statistics Self-Efficacy And Learning Styles As Predictor Of Statistics Anxiety

Ogbogo

Amadi

2018

int.jour.sci.res.mana

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The study investigated statistics self-efficacy and learning styles as predictors of statistics anxiety among graduate students in University of Port Harcourt. Seven research questions and six null hypotheses were formulated to guide the study. The participants in the study were 150 (male = 86, female 64) graduate students drawn through stratified random sampling technique. Three valid instrument titled; statistical anxiety rating scale (STARS), current statistics self-efficacy scale (CSSES), and Grasham Reichann student learning style scales(GRSLSC) was used for data collection. The validity of the instrument was determined using multivariate statistical method of factor analysis. The reliability indices of the instrument were estimated using the Cronbach alpha with coefficients values for statistics anxiety rating scale. .916 and sub scales of .884.71, .80, .70, .63, .60. Current statistics self-efficacy r = .623, and .56, 52, 53, 54, 51, 60 coefficients for the Grasha-Riechmann student learning style scales sub scales. Research question 1, was answered using descriptive statistics of mean and standard deviation, while 2, 3, 4 and 5 was answered using simple and multiple regression. The null hypothesis tested at 0.05 level of significance with ANOVA associated with multiple regression and t -test associated with simple regression was used for providing answers to the null hypothesis. The result revealed that the statistics anxiety level of graduated student was high, Statistics self-efficacy and learning styles both individual and jointly was seen to predict statistics anxiety. It was recommended that psychological and educational intervention be carried out in the context of increasing statistics self-efficacy and reducing statistics anxiety. Based on findings implications were made and suggestions for further studies.

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“…This rating provides students with increased self-efficacy especially in discrete mathematics courses. self efficacy is one of the important factors in learning mathematics [4], because the passion of learning can improve learning outcomes [5] …”

Section: Introductionmentioning

confidence: 99%

The Use of Rewards in Improving Self-Efficacy

Sapta¹,

Syahputra²,

K³

2017

Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017)

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Abstract---This research problem is caused by the low interest of students in following discrete mathematics lectures. The purpose of this study is to determine the use of learning methods with the provision of rewards in improving student self-efficacy. The population of this study is the second semester students STMIK Royal Kisaran which amounted to 512 people. The sample was obtained by using cluster random sampling method. The sample of research is four classes from 13 existing classes. Implementation of this research by giving rewards and ranking to students who are able to complete the given problem. Technique of collecting data by using test and questionnaire which given to student which become sample. Research data show that by applying this method of learning can improve self efficacy in following lectures on discrete mathematics courses.

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Relationship Between Graduate Students’ Statistics Self-Efficacy, Statistics Anxiety, Attitude Toward Statistics, and Social Support

Cited by 50 publications

References 30 publications

Reducing Anxiety and Increasing Self-efficacy within an Advanced Graduate Psychology Statistics Course

Reducing Anxiety and Increasing Self-efficacy within an Advanced Graduate Psychology Statistics Course

Statistics Self-Efficacy And Learning Styles As Predictor Of Statistics Anxiety

The Use of Rewards in Improving Self-Efficacy

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