The Effect of Statistics Anxiety on Students’ Predicted and Actual Test Scores

Hanna, Donncha; Dempster, Martin

doi:10.1080/03033910.2009.10446310

Cited by 26 publications

(32 citation statements)

References 52 publications

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“…The results of this study are generally consistent with a review by Baumeister, Campbell, Krueger, and Vohs (2005) which claimed that higher levels of global self-esteem do not necessarily lead to increased academic performance. The study also supports Marsh and Craven's (2006) proposition that future studies of academic achievement should focus on a broader, multiIn the seventh paper, Hanna and Dempster (2009) investigated the relationship between predicted and obtained statistics exam scores, and also the effect of statistical anxiety on students' predicted and obtained scores. First year undergraduate psychology students completed the Statistical Anxiety Rating Scale (STARS), and estimated their models were conducted with the six attitude and anxiety subscales as predictors and the predicted and obtained test scores as criterion variables.…”

Section: Introductionsupporting

confidence: 64%

Editorial

Cruise

Lewis

2009

The Irish Journal of Psychology

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Section: Introductionsupporting

confidence: 64%

Editorial

Cruise

Lewis

2009

The Irish Journal of Psychology

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“…A consistent negative relationship has been found between statistics anxiety and statistics achievement in a wide variety of studies (Bell, 2001;Hanna & Dempster, 2009;Onwuegbuzie & Seaman, 1995;Onwuegbuzie, 2003;Tremblay, Gardner, & Heipel, 2000; however see Keeley, Zayac, & Correia, 2008). In other words, students who experience higher levels of statistics anxiety tend to have lower performance on a statistics examination.…”

mentioning

confidence: 79%

Reliability and validity of the Statistical Anxiety Scale among students in Singapore and Australia

Chew

Dillon

2014

Journal of Tropical Psychology

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Given the negative relationships between statistics anxiety and statistics achievement, it is important for researchers and instructors to have a reliable and valid measure to identify students with statistics anxiety.The purpose of the current study was to examine the psychometric properties of Vigil-Colet, LorenzoSeva, and Condon's (2008) Statistical Anxiety Scale (SAS) among students in Singapore and Australia. Unlike the commonly used Statistical Anxiety Rating Scale, the SAS provides a specific measure of statistics anxiety. Participants were 197 undergraduates (79.2% female) in the James Cook University Psychology programs at the Singaporean (70.1%) and Australian (29.9 %) campuses. Acceptable internal consistency reliabilities, ranging from 0.88 to 0.95 for the three factors of the SAS, were found in the current study. Confirmatory factor analysis suggested that a modified three-factor model best describe the data. Scores on the SAS shared positive correlations with another measure of statistics anxiety, and negative correlations with a measure of attitudes toward statistics. The results provided support for the use of the SAS among Singaporean and Australian psychology undergraduates.

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“…Studies on statistics anxiety and attitudes toward statistics, however, take the association between statistics anxiety or attitudes and academic performance for granted (Chew & Dillon, ; Hanna & Dempster, ). More research on the association between performance and attitudes as well as academic motivation is in order.…”

Section: Literature Reviewmentioning

confidence: 99%

“…More research on the association between performance and attitudes as well as academic motivation is in order. Hanna and Dempster (), for instance, found a significant association between statistics anxiety and perception of self‐competence but no association between anxiety and performance. Keeley, Zayac, and Correia (), on the other hand, found that some anxiety could actually help students perform successfully in statistics courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Digital divide in quantitative methods: The effects of computer‐assisted instruction and students' attitudes on knowledge acquisition

Kolpashnikova

Bartolic

2018

Computer Assisted Learning

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Computer‐assisted instruction can change the way introductory statistics and quantitative methods courses are taught. Using a two‐group pretest–posttest design, we conducted an experiment using an undergraduate social science student sample to investigate whether the introduction of statistical software to teaching quantitative methods would improve knowledge acquisition and attitudes toward quantitative methods courses. Our project confirmed that implementing computer‐assisted instructional methods increased knowledge acquisition in quantitative methods courses compared with students' academic performance in other courses, measured by grade point average. We also found that student attitudes have weak and mostly nonsignificant influence on quantitative methods knowledge tests. Additionally, the paper suggests a curriculum‐level approach to teaching quantitative methods to undergraduate students.

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The Effect of Statistics Anxiety on Students’ Predicted and Actual Test Scores

Cited by 26 publications

References 52 publications

Editorial

Editorial

Reliability and validity of the Statistical Anxiety Scale among students in Singapore and Australia

Digital divide in quantitative methods: The effects of computer‐assisted instruction and students' attitudes on knowledge acquisition

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