Predicting Education Science Students’ Statistics Anxiety
The Role of Prior Experiences Within a Framework of Domain-Specific Motivation Constructs
- authored by
- Günter Faber, Heike Drexler
- Abstract
Based on a cognitive–motivational modeling of construct relations, this study analyzed the role of prior statistics experiences within a framework of domain-specific self-concept and value variables to predict education science students’ statistics anxiety. Data were analyzed from two independent samples comprising 113 and 87 participants—using the passing of a statistics exam as the experience measure in each case. In both samples, the results of three-way analyses of variance demonstrated students’ statistics anxiety to be substantially explained by their negative utility value and self-concept but only to a minor extent by their prior statistics experiences. Students’ statistics anxiety appeared to be dependent on value and self-concept scores across all experience levels. Though producing somewhat varying effect patterns, the findings from both samples led to similar effects, indicating the crucial role of self-belief variables. Results are discussed in terms of conceptual, methodological, and instructional implications.
- Organisation(s)
-
Institute of Psychology
- Type
- Article
- Journal
- Higher Learning Research Communications
- Volume
- 9
- No. of pages
- 17
- Publication date
- 06.2019
- Publication status
- Published
- Peer reviewed
- Yes
- ASJC Scopus subject areas
- Education
- Electronic version(s)
-
https://doi.org/10.18870/hlrc.v9i1.435 (Access:
Open)
https://doi.org/10.15488/5227 (Access: Open)