The Effect of Prior Experience with Computers, Statistical Self-Efficacy, and Computer Anxiety on Students' Achievement in an Introductory Statistics Course: A Partial Least Squares Path Analysis

Autor/in	Abd-El-Fattah, Sabry M.
Titel	The Effect of Prior Experience with Computers, Statistical Self-Efficacy, and Computer Anxiety on Students' Achievement in an Introductory Statistics Course: A Partial Least Squares Path Analysis
Quelle	In: International Education Journal, 5 (2005) 5, S.71-79 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Self Efficacy; Computer Attitudes; Rating Scales; Path Analysis; Least Squares Statistics; Anxiety; Introductory Courses; Academic Achievement; Measures (Individuals); Predictor Variables; Student Records; Undergraduate Students; Prior Learning + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Rating-Skala; Pfadanalyse; Angst; Einführungskurs; Schulleistung; Messdaten; Prädiktor; Schülerakte; Vorkenntnisse
Abstract	A Partial Least Squares Path Analysis technique was used to test the effect of students' prior experience with computers, statistical self-efficacy, and computer anxiety on their achievement in an introductory statistics course. Computer Anxiety Rating Scale and Current Statistics Self-Efficacy Scale were administered to a sample of 64 first-year university undergraduates (35 males and 29 females) enrolled in an introductory statistics course in a Faculty of Education. Achievement scores were obtained from students' records. Results of the study revealed that statistical self-efficacy was the most important predictor of students' achievement in statistics, followed by prior experience with computers and finally computer anxiety. In addition, statistical self-efficacy and prior experience with computers had an indirect effect on achievement in statistics through their effect on computer anxiety. Implications of these findings for teaching and learning statistics are discussed. (Contains 3 figures and 3 tables.) (As Provided).
Anmerkungen	Shannon Research Press. Available from: Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10