Statistics Anxiety among African American Graduate Students: An Affective Filter?

Onwuegbuzie, Anthony J.

doi:10.1177/0095798499025002004

Cited by 62 publications

(70 citation statements)

References 36 publications

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“…Onwuegbuzie et al (1999) believe that language learning anxiety can influence their learning in general and their fluency of speech in particular. Similarly, Kondo and Ling (2004) hold the view that learners who feel anxious may have problems such as reduced word production and difficulty in understanding spoken instructions.…”

Section: Cause and Effect Of Anxietymentioning

confidence: 99%

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj¹,

Noordin²

2013

ELT

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Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the correlation that could exist among the three variables: Listening Comprehension, Foreign Language Anxiety and Foreign Language Listening Anxiety. The participants of the study were 210 Iranian EFL students in Iran. The study revealed that there was -.414 correlations between FLLA and listening comprehension and -.214 correlations between FLA and listening comprehension whereas FLA and FLLA enjoyed a .513 correlation. It can be concluded that the relationship between Foreign Language Anxiety and Foreign Language Listening Anxiety of the participants are in accordance with each other. Furthermore the result shows that the impact of FLLA on Iranian students' listening comprehension skill is significantly more problematic. Therefore it is recommended that FL teachers and learners should be more aware of the hindering effect of FLA and FLLA in particular on the process of teaching and learning the listening comprehension.

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Section: Cause and Effect Of Anxietymentioning

confidence: 99%

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj¹,

Noordin²

2013

ELT

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“…Onwuegbuzie (1999) estimated that approximately 75% of students experience moderate to high levels of statistics anxiety. Therefore, it may be an obstacle to undergraduate and graduate students (Onwuegbuzie & Wilson, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Bell (2003) and Onwuegbuzie (1999) found that older students experienced more statistics anxiety than their younger counterparts. Baloğlu (2003) found that age had a significant multivariate effect on the components of statistics anxiety in that older students showed higher levels of statistics anxiety.…”

Section: Introductionmentioning

confidence: 99%

A descriptive study of individual and cross-cultural differences in statistics anxiety

Baloğlu

Deniz

Kesici

2011

Learning and Individual Differences

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“…Compared to Caucasian students, female African American social work students scored higher on a scale of statistics anxiety (Davis, 2003), and a sample of predominantly female African American Department of Education students scored higher levels of statistics-related anxiety and test anxiety compared to their Caucasian counterparts (Onwuegbuzie, 1999). Among many factors, statistics-related anxiety has been identified as an obstacle to academic success among African American BSW students.…”

Section: Explore Importance Of the Problemmentioning

confidence: 98%

The Peer Assisted Teaching Model for Undergraduate Research at a HBCU

Wu¹,

Lewis²

2017

JEL

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Despite wide application of research skills in higher education, undergraduate students reported research and computer anxiety, and low association between research and their professional goals. This study aims to assess whether peer-assisted mentoring programs would promote positive changes in undergraduates' attitudes toward research. Using a quasi-experimental one-group, pretest-posttest research design, the study assessed changes in attitudes by having doctoral candidates mentor undergraduate students during a summer statistics camp. Findings from paired-samples t-test indicated that students became familiar with the twelve statistical concepts upon completion, gained more positive affect related to statistics and an increase in their positive attitude about statistical skills, whereas they had lower scores prior to it. Notwithstanding the small sample size, these data indicate that including a peer assisted statistics camp in the academic curriculum would be beneficial for undergraduate students and increase their knowledge about research and statistics.

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Statistics Anxiety among African American Graduate Students: An Affective Filter?

Cited by 62 publications

References 36 publications

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

A descriptive study of individual and cross-cultural differences in statistics anxiety

The Peer Assisted Teaching Model for Undergraduate Research at a HBCU

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