THE ROLE OF NON-COGNITIVE FACTORS IN THE INTRODUCTORY STATISTICS CLASSROOM

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-05-16 DOI:10.52041/serj.v22i1.77

Dan Spencer, Emily Griffith, Kayla Briska, Justine Post, Christy Willis

引用次数: 1

Abstract

The study reported in this paper aimed to not only understand student attitudes towards statistics, but also their beliefs about their ability to perform statistical tasks (self-efficacy), the value they place on carrying out course and statistical tasks (task value), and level of effort they perceive when engaging in these tasks (cost) across a semester in an undergraduate introductory statistics course. Findings indicated that students viewed statistics as more difficult, less valuable, and more costly to engage in as the semester progressed. Further, students also reported an increase in avoidant help-seeking behaviors (e.g., not seeking help when needed). Non-cognitive factors were not found to predict course retention. Variables of affect and self-efficacy, however, were shown to predict overall course grade.

查看原文本刊更多论文

非认知因素在统计学导论课堂中的作用

本文报道的这项研究不仅旨在了解学生对统计学的态度，还旨在了解他们对执行统计任务的能力（自我效能感）、他们对执行课程和统计任务的重视程度（任务价值）的信念，以及在本科生统计学入门课程中，他们在一个学期内从事这些任务时所感受到的努力程度（成本）。研究结果表明，随着学期的进展，学生们认为统计数据更难、更有价值、成本更高。此外，学生们还报告了回避型求助行为的增加（例如，在需要时不寻求帮助）。未发现非认知因素可预测课程保留率。然而，情感和自我效能的变量被证明可以预测整个课程的成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.