Anxiety and Attitudes Toward Statistics and Research Among Younger and Older Nontraditional Adult Learners

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Continuing Higher Education Pub Date : 2020-09-01 DOI:10.1080/07377363.2020.1784690

D. Heretick, J. Tanguma

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引用次数: 5

Abstract

Abstract Individuals who are 50 years or older are the largest growing demographic among adult learners. However, we still are in the initial stages of investigating their attitudes and anxieties regarding specific areas of study. The current study explored differences between 92 younger (26–49 years) and older (50+ years) nontraditional-aged, degree-seeking undergraduate and graduate students’ attitudes and anxieties regarding statistics and research. The Attitudes Toward Research (ATR) and Statistics Anxiety Rating Scale (STARS) scales were completed via an online survey. Younger nontraditional-aged students generally expressed significantly higher anxiety and more negative beliefs regarding both statistics and research than their older counterparts. Differences were not explained by level of study nor by related experience. Results are discussed in relation to further consideration of student- and cohort-centered applications of andragogical and heutagogical principles for targeted educational practices.

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中老年非传统成人学习者对统计与研究的焦虑与态度

摘要50岁的个人在成年学习者中，年龄或以上是增长最快的人群。然而，我们仍处于调查他们对特定研究领域的态度和焦虑的初始阶段。目前的研究探讨了92名年轻人（26-49岁）之间的差异年）及以上（50岁以上）非传统年龄、寻求学位的本科生和研究生对统计和研究的态度和焦虑。研究态度量表（ATR）和统计焦虑评定量表（STARS）是通过在线调查完成的。与年长的学生相比，年轻的非传统年龄的学生通常对统计数据和研究表现出更高的焦虑和更多的负面信念。差异既不能用学习水平来解释，也不能用相关经验来解释。讨论的结果与进一步考虑以学生和队列为中心的心理学和药理学原则在有针对性的教育实践中的应用有关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Continuing Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

8.30%

发文量

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