Literaturnachweis - Detailanzeige
| Autor/inn/en | Faber, Günter; Drexler, Heike |
|---|---|
| Titel | Predicting Education Science Students' Statistics Anxiety: The Role of Prior Experiences within a Framework of Domain-Specific Motivation Constructs |
| Quelle | In: Higher Learning Research Communications, 9 (2019) 1, (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2157-6254 |
| Schlagwörter | Statistics; Mathematics Anxiety; Prior Learning; Student Motivation; Self Concept; Predictor Variables; Preservice Teachers; Cognitive Processes; Graduate Students; Special Education |
| 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. (As Provided). |
| Anmerkungen | Laureate Education, Inc. 650 South Exeter Street #12, Baltimore, MD 21202. Tel: 410-843-6100; e-mail: hlrceditor@laureate.net; Web site: http://www.hlrcjournal@laureate.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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