dc.identifier.uri |
http://dx.doi.org/10.15488/5227 |
|
dc.identifier.uri |
https://www.repo.uni-hannover.de/handle/123456789/5274 |
|
dc.contributor.author |
Faber, Günter
|
|
dc.contributor.author |
Drexler, Heike
|
|
dc.date.accessioned |
2019-08-26T07:56:07Z |
|
dc.date.available |
2019-08-26T07:56:07Z |
|
dc.date.issued |
2019 |
|
dc.identifier.citation |
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 |
|
dc.description.abstract |
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. |
eng |
dc.language.iso |
eng |
|
dc.publisher |
Baltimore, MD : Laureate Education |
|
dc.relation.ispartofseries |
Higher Learning Research Communications 9 (2019), Nr. 1 |
|
dc.rights |
CC BY 4.0 Unported |
|
dc.rights.uri |
https://creativecommons.org/licenses/by/4.0/ |
|
dc.subject |
Mathematics self-concept |
eng |
dc.subject |
Prior statistics experiences |
eng |
dc.subject |
Statistics anxiety |
eng |
dc.subject |
Utility value |
eng |
dc.subject.ddc |
370 | Erziehung, Schul- und Bildungswesen
|
ger |
dc.title |
Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs |
eng |
dc.type |
Article |
|
dc.type |
Text |
|
dc.relation.issn |
2157-6254 |
|
dc.relation.doi |
https://doi.org/10.18870/hlrc.v9i1.435 |
|
dc.bibliographicCitation.issue |
1 |
|
dc.bibliographicCitation.volume |
9 |
|
dc.bibliographicCitation.firstPage |
12 |
|
dc.bibliographicCitation.lastPage |
27 |
|
dc.description.version |
publishedVersion |
|
tib.accessRights |
frei zug�nglich |
|