（MAL）适应性认知作为统计焦虑的预测因子

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2022-02-28 DOI:10.52041/serj.v21i1.364

Sara-Emilie McIntee, Jean-Christophe Goulet-Pelletier, A. Williot, Emma DECK-LÉGER, Daniel Lalande, M. Cantinotti, D. Cousineau

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引用次数: 1

摘要

绝大多数社会科学学生在统计学课上都会经历统计学焦虑，这门课通常被认为是他们学术道路上最困难的一门课。本研究考察了对统计学的态度、认知情绪调节策略和心理需求满意度在预测统计学焦虑中的作用，以及性别对统计学焦虑的贡献。加拿大社会科学专业的二百四十二名本科生完成了这项研究。积极的统计学态度、较少的不适应情绪调节策略和心理需求的满足与较少的统计学焦虑有关；然而，适应性情绪调节策略却并非如此。此外，女性比男性经历了更多的统计焦虑。研究结果提供了关于个体差异的见解，这些差异可能会影响统计学课程背景下的统计学焦虑体验和整体学习。

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(MAL)ADAPTIVE COGNITIONS AS PREDICTORS OF STATISTICS ANXIETY

A vast majority of social science students experience statistics anxiety in their statistics class, a course often perceived as the most difficult one of their academic paths. The present study examines the role of attitudes towards statistics, cognitive emotion regulation strategies, and satisfaction of psychological needs in the prediction of statistics anxiety as well as the contribution of gender onto statistics anxiety. Two hundred forty-two undergraduate social sciences students in Canada completed the study. Positive attitude towards statistics, fewer maladaptive emotion regulation strategies, and satisfaction of psychological needs were related to less statistics anxiety; adaptive emotion regulation strategies, however, were not. Furthermore, women experienced more statistics anxiety than men. Results provide insight about individual differences that may impact experiences of statistics anxiety and overall learning in the context of a statistics course.

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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.