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How attitudes towards statistics courses and the field of statistics predicts statistics anxiety among undergraduate social science majors : = A validation of the Statistical Anxiety Scale.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How attitudes towards statistics courses and the field of statistics predicts statistics anxiety among undergraduate social science majors :/
Reminder of title:	A validation of the Statistical Anxiety Scale.
Author:	O'Bryant, Monique J.
Description:	1 online resource (70 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355558715

How attitudes towards statistics courses and the field of statistics predicts statistics anxiety among undergraduate social science majors : = A validation of the Statistical Anxiety Scale.
O'Bryant, Monique J.

How attitudes towards statistics courses and the field of statistics predicts statistics anxiety among undergraduate social science majors :A validation of the Statistical Anxiety Scale. - 1 online resource (70 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--University of North Texas, 2017.

Includes bibliographical references

The aim of this study was to validate an instrument that can be used by instructors or social scientist who are interested in evaluating statistics anxiety. The psychometric properties of the English version of the Statistical Anxiety Scale (SAS) was examined through a confirmatory factor analysis of scores from a sample of 323 undergraduate social science majors enrolled in colleges and universities in the United States. In previous studies, the psychometric properties of the Spanish and Italian versions of the SAS were validated; however, the English version of the SAS had never been assessed. Inconsistent with previous studies, scores on the English version of the SAS did not produce psychometrically acceptable values of validity. However, the results of this study suggested the potential value of a revised two-factor model SAS to measure statistics anxiety. Additionally, the Attitudes Towards Statistics (ATS) scale was used to examine the convergent and discriminant validities of the two-factor SAS. As expected, the correlation between the two factors of the SAS and the two factors of the ATS uncovered a moderately negative correlation between examination anxiety and attitudes towards the course. Additionally, the results of a structural regression model of attitudes towards statistics as a predictor of statistics anxiety suggested that attitudes towards the course and attitudes towards the field of statistics moderately predicts examination anxiety with attitudes towards the course having the greatest influence. It is recommended that future studies examine the relationship between attitudes towards statistics, statistics anxiety, and other variables such as academic achievement and instructional style.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355558715Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

How attitudes towards statistics courses and the field of statistics predicts statistics anxiety among undergraduate social science majors : = A validation of the Statistical Anxiety Scale.
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520 $a The aim of this study was to validate an instrument that can be used by instructors or social scientist who are interested in evaluating statistics anxiety. The psychometric properties of the English version of the Statistical Anxiety Scale (SAS) was examined through a confirmatory factor analysis of scores from a sample of 323 undergraduate social science majors enrolled in colleges and universities in the United States. In previous studies, the psychometric properties of the Spanish and Italian versions of the SAS were validated; however, the English version of the SAS had never been assessed. Inconsistent with previous studies, scores on the English version of the SAS did not produce psychometrically acceptable values of validity. However, the results of this study suggested the potential value of a revised two-factor model SAS to measure statistics anxiety. Additionally, the Attitudes Towards Statistics (ATS) scale was used to examine the convergent and discriminant validities of the two-factor SAS. As expected, the correlation between the two factors of the SAS and the two factors of the ATS uncovered a moderately negative correlation between examination anxiety and attitudes towards the course. Additionally, the results of a structural regression model of attitudes towards statistics as a predictor of statistics anxiety suggested that attitudes towards the course and attitudes towards the field of statistics moderately predicts examination anxiety with attitudes towards the course having the greatest influence. It is recommended that future studies examine the relationship between attitudes towards statistics, statistics anxiety, and other variables such as academic achievement and instructional style.
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