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《The Journal of educational research》2012,105(5):323-330
Abstract The relationship between 7 dimensions of self-perception and 6 dimensions of statistics anxiety was investigated using a canonical correlation analysis. Participants were 146 students enrolled in graduate-level research methodology courses. The first canonical function revealed that students with the lowest levels of perceived scholastic competence, perceived intellectual ability, and perceived creativity tended to have the highest levels of statistics anxiety associated with worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of the statistics instructor. A comparison of the standardized and structure coefficients suggests that perceived self-worth served as a suppressor variable. Implications of the findings are discussed. 相似文献
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Overcoming Graduate Students' Negative Perceptions of Statistics 总被引：1，自引：1，他引：0
Marina Lalayants 《Journal of Teaching in Social Work》2013,33(4):356-375
Although there has been some attention in the literature to such issues as students' attitudes toward statistics, instructors are still constantly faced with the challenge to engage students; understand their perceptions, motivations, and interests; and deal with their reluctance and negative attitudes toward the field of statistics. The purpose of the present study was to (1) examine students' attitudes toward statistics; (2) identify characteristics of students with the most negative attitudes toward statistics; (3) determine methods of statistics instruction that students most prefer; and (4) present strategies to overcome fears, resistance, anxiety, and negative attitudes and enhance the learning environment. The findings from the study of 195 graduate social work students demonstrate that factors contributing to statistics anxiety include math phobia, lack of relevance to social work, instructor's characteristics, and classroom environment. Among the preferred instructional methods students identified helpful strategies such as instructors' being attentive to students' anxiety, setting a slow course pace, and providing additional tutoring. The study findings suggested three major areas for enhancing statistics learning: (1) fostering environment that is nonthreatening, friendly, and conducive to learning; (2) clarifying statistical concepts in plain terms; and (3) offering practical skills relevant to students' field of specialization. 相似文献
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Statistics anxiety, which is experienced by as many as 80% of graduate students, has been found to debilitate performance in statistics and research methodology courses. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. Moreover, it is possible that, once enrolled in these courses, students with high levels of statistics anxiety tend to procrastinate on assignments. Thus, the purpose of this study was: (a) to examine the prevalence of procrastination among graduate students, and (b) to investigate the relationship between academic procrastination and six dimensions of statistics anxiety. Participants were 135 graduate students enrolled in three sections of a required introductory-level educational research course at a university in the southeastern part of the USA. Findings revealed that a high percentage of students reported problems with procrastination on writing term papers, studying for examinations, and completing weekly reading assignments. A canonical correlation analysis (R c1 =.51) revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of the statistics instructor. Implications for statistics anxiety reduction as a procrastination intervention are discussed. 相似文献
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Anthony J. Onwuegbuzie 《Assessment & Evaluation in Higher Education》2000,25(4):321-339
Although statistics instructors have attempted to improve the cognitive aspects of instruction, particularly with respect to assessments, relatively little attention has been paid to non-cognitive issues, including students' attitudes, feelings, beliefs, perceptions, motivations, and interests. Thus, the purpose of the present study was to determine (1) the methods of statistics assessments that students most prefer; (2) the methods of statistics assessment that students feel induce the least amount of anxiety; (3) the methods of statistics assessments that students most rate as inducing higher-order thinking; (4) the characteristics of students with the most negative overall attitudes toward statistics assessments; and (5) how students rate performance assessments and authentic assessments. Findings revealed that students appear most to prefer statistics examinations in which at least limited supporting material is permitted. Interestingly, assessments in which some form of supporting material is allowed appeared to be more popular than are examinations with no time constraints. However, examinations that are untimed and in which supporting material is allowed were regarded best as inducing the least amount of anxiety, as increasing levels of performance, and as promoting higher-order thinking. Overall, students tended to rate performance assessments the most highly. Unfortunately, authentic assessments were not rated as highly as were performance assessments. Canonical correlation analyses suggested that age, the number of college-level mathematics courses, the number of years elapsed since students' last statistics class, and levels of statistics anxiety are determinants of these attitudes. The implications of these findings are discussed, and recommendations for future research are presented. 相似文献
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体育专业大学生英语学习现状调查分析 总被引：1，自引：0，他引：1
采用问卷调查法、数理统计法和逻辑分析法对黄冈师范学院体育专业学生的英语学习现状进行了调查,分析存在的问题并提出了合理化的建议,为搞好高校体育专业学生英语教学和提高其英语学习水平提供客观依据。研究表明:体育专业学生总体英语学习基础较差,英语水平较低,大部分学生能充分认识到英语学习的重要性,英语学习动机端正,但对英语学习表现出信心不足,兴趣不浓等。 相似文献
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Many social work students feel anxious when taking a statistics course. Their attitudes, beliefs, and behaviors after learning statistics are less known. However, such information could help instructors support students’ ongoing development of statistical knowledge. With a sample of MSW students (N = 101) in one program, this study examined students’ feelings of anxiety and confidence, beliefs about the relevance of statistics to their education and practice, and the relationship of these attitudes and beliefs to their actual statistical competence. The findings indicate that repeated exposure to statistics supports the development of statistical competence, particularly in relevant applied contexts like field education. 相似文献
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Most college students experience stress and an increasing number also experience anxiety. This stress and anxiety has negative impacts on academic performance, as well as psychological well-being. In the K–12 setting, social-emotional learning (SEL) interventions have been consistently associated with improvements in outcomes related to stress and anxiety. However, little to no research has been conducted on effective ways for college instructors to help students in this area utilizing SEL. We developed a semester-long SEL program as an easy-to-implement and scientifically driven program to address this striking void. In statistics courses at two separate institutions (N?=?46), students completed weekly activities that fostered SEL-based skills and mindsets conducive to alleviating anxiety and appraising stressors in a productive manner. In our exploratory analyses, we empirically assessed the efficacy of our program utilizing a number of pre- and post- measures, including stress appraisal and various dimensions of anxiety. Significant improvements were noted in students’ ability to appraise stressors as positive challenges, rather than threats. Noteworthy improvements were also seen in students’ ability to recognize the resources available to help them cope with stressors, as well as decreases in math anxiety. These preliminary findings demonstrate that SEL programs implemented in a college setting have the potential to impact students’ psychological well-being and, in turn, their academics. 相似文献
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We examined the variables contributing to statistical anxiety, statistical resourcefulness and grades in an intermediate statistics course. Questionnaires assessing the aforementioned variables, as well as general resourcefulness, statistical self‐efficacy and attitudes, and grade goals were completed by 168 students in September and in January. Our findings revealed that students possessing a larger repertoire of general resourcefulness skills and higher statistical self‐efficacy were more likely to rely on statistical self‐control strategies, and, as a result, attain higher grades. Students having higher statistical test anxiety were not only less generally and statistically resourceful, but they were also more likely to be aiming for lower grades and attributing past performance disappointments to lack of ability and task difficulty. 相似文献
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Many college students consider statistical courses as frightening and demanding, yielding high anxiety and low competence, and correlating with maladaptive academic behaviors and low achievement. With undergraduate students, the present pre-post study compared a supportive online teaching program utilizing mandatory statistical exercises (n = 37) with a no intervention, optional exercise statistics class (n = 32). We evaluated whether our statistics teaching intervention decreased test anxiety and academic procrastination and increased academic self-efficacy and academic achievements. Results indicated a decrease in academic procrastination and test anxiety at course end for intervention group and an increase in test anxiety for control group. At the end of the course intervention group reported higher academic self-efficacy and achievements. Teaching statistics using mandatory supportive activities might contribute to more positive psychological outcomes (eg, higher academic self-efficacy and lower academic procrastination) and higher academic achievements. 相似文献
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陈丽芳 《福建师大福清分校学报》2011,(3):77-82
以问卷调查及口试的形式,通过定量分析和描述性统计,对非英语专业学生的英语口语现状作了调查和探讨,发现了如下问题：学生对于一些口语能力因素的认同还存在模糊性;在英语交流中听得懂却说不出,口语能力整体中等偏下,特别是在交际策略的应用上很薄弱,这在很大程度上导致学生无法自然、流利进行交流;渴望提高英语口语水平,却未能运用恰当的学习策略;过分依赖课堂,对课堂满意度却不高;未能自觉创造和利用课后的英语口语训练语境,课后自主学习的意识和积极性较低。文章在对以上问题分析的基础上,对大学英语教学提出了一些改进建议。 相似文献
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Lisa T. Briggs Stephen E. Brown Robert B. Gardner Robert L. Davidson 《Journal of Criminal Justice Education》2013,24(3):217-226
The challenges of teaching research methods and statistics to students majoring in criminology and criminal justice are well known. The professor has to deal with an array of obstacles among students, including Disinterest, Relevance Argumentation (viewing statistical skills as detached from the “real world”) and Math Anxiety (D.RA.MA). This paper presents the development of an assessment scale to measure the levels of “D.RA.MA” experienced by students enrolled in research methods or statistics courses. The literature is vast on “math anxiety scales.” However, trepidation on the part of criminal justice students who are anticipating their research methods and statistics courses may extend beyond math anxiety. Therefore, the traditional math anxiety scale was extended to include attempts at measuring Disinterest and Relevance Argumentation. Readers are provided with the D.RA.MA scale instrument and data from an assessment of 80 students in criminal justice courses. Assessing this broader student apprehension may serve as an important first step in making the necessary efforts to reduce student apprehension towards these classes. 相似文献
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The performance of students who completed a statistics examination under time limits was compared with that of students under no time limits. Another purpose of the study was to determine whether students high or low in statistics test anxiety were affected differentially by these two examination conditions. Twenty-six graduate students who were enrolled in an intermediate-level statistics course were randomly assigned to the two examination groups, timed or untimed. Both low- and high-anxious students performed better on the final course examination under the untimed condition than under the timed condition. However, the benefit of the untimed examination was greater for high-anxious students than for low-anxious students. The results were interpreted using Hill's (1984) and Wine's (1980) conceptual frameworks. The results suggest that differences between high- and low-anxious students in evaluative situations are caused by differences between them in motivational disposition and attentional focus. 相似文献
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采用问卷调查法、数理统计法和逻辑分析法对我校体育专业学生焦虑状况及其原因进行了调查，并提出了减轻或消除焦虑的合理对策，为高校体育专业学生的教育和管理工作提供客观依据。研究表明：体育专业学生焦虑总体水平较低，但有少数学生存在不同程度的焦虑问题，大四学生焦虑水平普遍较高，不同年级和性别学生焦虑的主要原因不同。 相似文献
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《Journal of Teaching in Social Work》2013,33(3-4):143-158
ABSTRACT Studies have found that statistics anxiety among female and minority graduate students is higher than that of their Caucasian counterparts. Both gender and culturally sensitive approaches to teaching statistics need to be developed to reduce student anxiety, especially in graduate programs that are dominated by women and minorities. The current study presents data on pre- and post-course statistics among female African American MSW students enrolled in a gender and culturally sensitive statistics course. A series of t-tests revealed that students had significantly lower levels of anxiety about statistics after the course. Implications for integrating gender and culturally sensitive approaches into the curriculum are discussed, and recommendations for future research are provided. 相似文献
18.
焦虑是影响语言学习的重要因素。从华东政法大学和台州学院两类高校非英语专业学生调研数据来看,可以得出以下两个结论:1、两类高校的英语焦虑水平有显著差异且主要表现在英语使用焦虑、负评价恐惧和课堂焦虑三个方面;2、影响台州学院学生英语焦虑的主要因素是自我效能感低、英语学习动机弱、移情能力差等学习者个体因素和以课堂活动、教师为主的外在环境因素。 相似文献
19.
Salim Abu‐Rabia 《教育心理学》2004,24(5):711-721
This study investigated the relationship between foreign language (FL) anxiety and achievement in that language. The role of the FL teacher as perceived by the learners was also tested. Participants were 67 seventh‐grade students. They were administered an anxiety questionnaire, a Hebrew reading comprehension test, an English reading comprehension test, an English creative writing task, and an English spelling test. The results indicated that anxiety was negatively and significantly correlated to FL achievement on all FL tests. Gender and teachers' attitudes were the only significant predictors of FL anxiety among these seventh‐grade students. The results are discussed in light of findings in the literature. Some recommendations are suggested to ease anxiety in FL students. 相似文献
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Ingrid Dundas Torbjørn Thorsheim Aslak Hjeltnes Per Einar Binder 《Journal of College Student Psychotherapy》2016,30(2):114-131
Mindfulness based stress reduction (MBSR) for academic evaluation anxiety and self-confidence in 70 help-seeking bachelor’s and master’s students was examined. A repeated measures analysis of covariance on the 46 students who completed pretreatment and posttreatment measures (median age = 24 years, 83% women) showed that evaluation anxiety and self-confidence improved. A growth curve analysis with all 70 original participants showed reductions in both cognitive and emotional components of evaluation anxiety, and that reduction continued postintervention. Although more research is needed, this study indicates that MBSR may reduce evaluation anxiety. 相似文献