先前数学成绩、统计焦虑、自我效能感和对统计成绩的期望:对加勒比一所高等教育机构社会科学专业学生的调查

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2021-06-23 DOI:10.52041/serj.v20i1.98

T. Esnard, Fareena M. Alladin, Keisha Chandra Samlal

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引用次数: 4

摘要

本研究旨在探讨(1)大学一年级学生对统计成绩的期望(EFP)，(2)以往数学成绩(PMP)、统计自我效能感(SSE)和统计焦虑(SA)对理解这些期望的相对影响，以及(3)学生的EFP分数是否因性别和学科而不同。研究结果表明，在统计数据中，EFP平均到较高，在这些水平上没有性别或学科的差异。PMP对学生的EFP影响不大，但对SA水平有中等影响。SSE对两名学生的SA均有正向影响，但在统计学上，该措施对他们的EFP产生负向影响。在统计上，SSE和SA都对学生的EFP有负向影响，但后者的影响程度最低。

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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PRIOR MATHEMATICS PERFORMANCE, STATISTICS ANXIETY, SELF-EFFICACY AND EXPECTATIONS FOR PERFORMANCE IN STATISTICS: A SURVEY OF SOCIAL SCIENCES STUDENTS IN A CARIBBEAN INSTITUTION OF HIGHER EDUCATION

The objectives of this study were to examine (i) the expectation for performance (EFP) in statistics of first year university students, (ii) the relative effect of previous mathematics performance (PMP), perceived statistical self-efficacy (SSE), and statistics anxiety (SA) for understanding these expectations, and (iii) whether students’ EFP scores differ based on sex and academic discipline. Findings point to average to high EFP in statistics, with no differences in these levels based on sex or academic discipline. PMP had little effect on students’ EFP, but, moderate effects on their levels of SA. While SSE positively affected both students’ SA, this measure produced a negative effect on their EFP in statistics. Both SSE and SA negatively affected students’ EFP in statistics, but with minimally higher levels for the latter.

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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.