| Title: |
(Mal)Adaptive Cognitions as Predictors of Statistics Anxiety |
| Language: |
English |
| Authors: |
McIntee, Sara-Emillie; Goulet-Pelletier, Jean-Christophe; Williot, Alexandre; Deck-Leger, Emma; Lalande, Daniel; Cantinotti, Michael; Cousineau, Denis |
| Source: |
Statistics Education Research Journal. 2022 21(1). |
| Availability: |
International Association for Statistical Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: https://iase-web.org/ojs/SERJ |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Anxiety; Predictor Variables; Positive Attitudes; Statistics Education; Gender Differences; Individual Differences; Psychological Needs; Self Control; Social Sciences; Student Attitudes; Undergraduate Students; Metacognition; Foreign Countries; Student Adjustment |
| Geographic Terms: |
Canada |
| DOI: |
10.52041/serj.v21i1.364 |
| ISSN: |
1570-1824 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1340012 |
| Database: |
ERIC |