Faber, G.; Drexler, H.: Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs. In: Higher Learning Research Communications 9 (2019), Nr. 1, S. 12-27. DOI: https://doi.org/10.18870/hlrc.v9i1.435
Zusammenfassung: | |
Based on a cognitive–motivational modeling of construct relations, this study analyzed the role of prior statistics experiences within a framework of domain-specific self-concept and value variables to predict education science students’ statistics anxiety. Data were analyzed from two independent samples comprising 113 and 87 participants—using the passing of a statistics exam as the experience measure in each case. In both samples, the results of three-way analyses of variance demonstrated students’ statistics anxiety to be substantially explained by their negative utility value and self-concept but only to a minor extent by their prior statistics experiences. Students’ statistics anxiety appeared to be dependent on value and self-concept scores across all experience levels. Though producing somewhat varying effect patterns, the findings from both samples led to similar effects, indicating the crucial role of self-belief variables. Results are discussed in terms of conceptual, methodological, and instructional implications. | |
Lizenzbestimmungen: | CC BY 4.0 Unported |
Publikationstyp: | Article |
Publikationsstatus: | publishedVersion |
Erstveröffentlichung: | 2019 |
Die Publikation erscheint in Sammlung(en): | Philosophische Fakultät |
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