I Cannot Read My Statistics Textbook: The Relationship between Reading Ability and Statistics Anxiety

Autor/inn/en	Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.
Titel	I Cannot Read My Statistics Textbook: The Relationship between Reading Ability and Statistics Anxiety
Quelle	In: Journal of Negro Education, 76 (2007) 2, S.118-129 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Graduate Students; Textbooks; Black Colleges; At Risk Students; Reading Ability; Statistics; Anxiety; Intervention; Prediction; African American Students; Multivariate Analysis; Measures (Individuals); Statistical Analysis; Student Research + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Textbook; Text book; Schulbuch; Lehrbuch; Reading competence; Lesekompetenz; Statistik; Angst; Vorhersage; African Americans; Afroamerikaner; Schüler; Schülerin; Multivariate Analyse; Messdaten; Statistische Analyse; Studentenforschung
Abstract	Although several antecedents of statistics anxiety have been identified, many of these factors are relatively immutable (e.g., gender) and, at best, identify students who are at risk for debilitative levels of statistics anxiety, thereby having only minimal implications for intervention. Furthermore, the few interventions that have been designed to reduce students' levels of anxiety have tended to be teacher-centered rather than student-centered. The area of reading ability appears to offer a viable avenue for research on the antecedents of statistics anxiety. Because statistics textbooks often present complex material, students with low-reading ability likely are prone to experience high anxiety levels. However, to date, this link has not been formally investigated. Thus, this study examined whether reading ability predicts statistics anxiety levels among 92 African American graduate students enrolled in a historically Black college and university (HBCU). Findings revealed a strong multivariate relationship between reading ability and statistic anxiety. Implications are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10