A Multi-Level Analysis of the Effects of Statistics Anxiety/Attitudes on Trajectories of Exam Scores

Autor/inn/en	MacArthur, Kelly Rhea; Santo, Jonathan B.
Titel	A Multi-Level Analysis of the Effects of Statistics Anxiety/Attitudes on Trajectories of Exam Scores
Quelle	In: Journal of Statistics and Data Science Education, 31 (2023) 1, S.102-112 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/26939169.2022.2093805
Schlagwörter	Hierarchical Linear Modeling; Mathematics Anxiety; Statistics Education; Student Attitudes; Mathematics Tests; Scores; Predictor Variables; Gender Differences; Mathematics Achievement; Undergraduate Students; Self Concept + Suchen Sie Ihr Suchwort? Schülerverhalten; Prädiktor; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstkonzept
Abstract	This study explores three understudied facets--quadratic effects, change over time, and gender as a moderator--of the otherwise well-documented relationships between statistics anxiety and academic performance. Using pre- and post- course survey data among a sample of 111 undergraduate students in Social Statistics courses at a U.S. Midwestern university, we employ hierarchical linear modeling (HLM) to test for relationships between change in the six dimensions of the Statistics Anxiety Rating Scale (STARS) and exam grades over the course of the semester. We find that exam grades decreased over time, but at different rates across gender and the six STARS dimensions. We also identify a quadratic relationship between self-concept and final exam grades, as well as several gender interactions. This study highlights the multifaceted and dynamic nature of statistics anxiety/attitudes, as its relationship with academic performance is not always negative, linear, stable over time, or uniform across gender. Supplementary materials for this article are available online. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01