Anxiety towards Statistics and Its Relationship with Students’ Attitudes and Learning Approach
Abstract
1. Introduction
2. Materials and Methods
3. Results
4. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Conflicts of Interest
Appendix A
Age: | Gender: | M/F | Grade: | 10th | 11th | 12th | |
Average in mathematics: | Overall average grade: |
- I consider statistics as a very necessary subject in my studies.
- I’m pretty bad at statistics.
- Studying or working with statistics doesn’t scare me at all.
- Using statistics is fun.
- Statistics is too theoretical for me to be of any use.
- I want to have a deeper understanding of Statistics.
- Statistics is one of the subjects that I fear the most.
- I have confidence in myself when I face a statistical problem.
- I enjoy talking to others about statistics.
- Statistics can be useful for those who decide to pursue a science career, but not for other students.
- Having a good knowledge of statistics will increase my job possibilities.
- When I face a statistical problem I feel unable to think clearly.
- I am calm when I face a problem of statistics.
- Statistics is nice and challenging for me.
- I hope to have little use of statistics in my professional life.
- I consider that there are other matters more important than statistics for my future profession.
- Working with statistics makes me feel nervous.
- I don’t get upset when I have to work on statistics problems.
- I would like to have an occupation in which I have to use statistics.
- It gives me great satisfaction to solve statistical problems.
- For my professional future, statistics is one of the most important subjects I have to study.
- Statistics makes me feel uncomfortable and nervous.
- If I put my mind to it, I think I can master statistics.
- If I had the opportunity, I would enroll in more statistics courses than are required.
- The things taught in statistics classes are very uninteresting
- I find that at times studying gives me a feeling of deep personal satisfaction.
- I find that I have to do enough work on a topic so that I can form my own conclusions before I am satisfied.
- My aim is to pass the course while doing as little work as possible.
- I only study seriously what’s given out in class or in the course outlines.
- I feel that virtually any topic can be highly interesting once I get into it.
- I find most new topics interesting and often spend extra time trying to obtain more information about them.
- I do not find my course very interesting so I keep my work to the minimum.
- I learn some things by rote, going over and over them until I know them by heart even if I do not understand them.
- I find that studying academic topics can at times be as exciting as a good novel or movie.
- I test myself on important topics until I understand them completely.
- I find I can get by in most assessments by memorizing key sections rather than trying to understand them.
- I generally restrict my study to what is specifically set as I think it is unnecessary to do anything extra.
- I work hard at my studies because I find the material interesting.
- I spend a lot of my free time finding out more about interesting topics, which have been discussed in different classes.
- I find it is unhelpful to study topics in depth. It confuses and wastes time, when all you need is a passing acquaintance with topics.
- I believe that lecturers shouldn’t expect students to spend significant amounts of time studying material everyone knows won’t be examined.
- I come to most classes with questions in mind that I want answering.
- I make a point of looking at most of the suggested readings that go with the lectures.
- I see no point in learning material, which is not likely to be in the examination.
- I find the best way to pass examinations is to try to remember answers to likely questions.
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Model: ANX = f(Usefulness = UT, Self-confidence = CON, Enjoyment = ENJ, Motivation = MOT, Deep approach = D, Surface approach = S) | |||
Algorithm: Quine-McCluskey | |||
Frequency cutoff: 5 | |||
Consistency cutoff: 0.816 | |||
Raw coverage | Unique coverage | Consistency | |
Conf.1: CON | 0.774 | 0.459 | 0.769 |
Conf.2: MOT • ~S • ~D | 0.308 | 0.009 | 0.742 |
Conf.3: MOT • ~S • ~ENJ | 0.285 | 0.002 | 0.795 |
Conf.4: MOT • ~S • ~UT | 0.301 | 0.001 | 0.703 |
Model: ANX = CON + (MOT • ~S • ~D) + (MOT • ~S • ~ENJ) + (MOT • ~S • ~UT) | |||
Solution coverage: 0.838 | |||
Solution consistency: 0.725 | |||
Model: ~ANX = f(UT, CON, ENJ, MOT, D, S) | |||
Algorithm: Quine-McCluskey | |||
Frequency cutoff: 5 | |||
Consistency cutoff: 0.825 | |||
Raw coverage | Unique coverage | Consistency | |
Conf. 5: ~CON | 0.788 | 0.596 | 0.792 |
Conf. 6: ~UT • ~ENJ • ~MOT • ~D • ~S | 0.204 | 0.011 | 0.833 |
Model: ~ANX = ~CON + (~UT • ~ENJ • ~MOT • ~D • ~S) | |||
Solution coverage: 0.799 | |||
Solution consistency: 0.779 |
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Peiró-Signes, Á.; Trull, O.; Segarra-Oña, M.; García-Díaz, J.C. Anxiety towards Statistics and Its Relationship with Students’ Attitudes and Learning Approach. Behav. Sci. 2021, 11, 32. https://doi.org/10.3390/bs11030032
Peiró-Signes Á, Trull O, Segarra-Oña M, García-Díaz JC. Anxiety towards Statistics and Its Relationship with Students’ Attitudes and Learning Approach. Behavioral Sciences. 2021; 11(3):32. https://doi.org/10.3390/bs11030032
Chicago/Turabian StylePeiró-Signes, Ángel, Oscar Trull, Marival Segarra-Oña, and J. Carlos García-Díaz. 2021. "Anxiety towards Statistics and Its Relationship with Students’ Attitudes and Learning Approach" Behavioral Sciences 11, no. 3: 32. https://doi.org/10.3390/bs11030032
APA StylePeiró-Signes, Á., Trull, O., Segarra-Oña, M., & García-Díaz, J. C. (2021). Anxiety towards Statistics and Its Relationship with Students’ Attitudes and Learning Approach. Behavioral Sciences, 11(3), 32. https://doi.org/10.3390/bs11030032