Multivariate Relationships between Statistics Anxiety and Motivational Beliefs

Autor/inn/en	Baloglu, Mustafa; Abbassi, Amir; Kesici, Sahin
Titel	Multivariate Relationships between Statistics Anxiety and Motivational Beliefs
Quelle	In: Education, 137 (2017) 4, S.430-444 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Multivariate Analysis; Mathematics Anxiety; Statistics; Student Attitudes; Student Motivation; Beliefs; Learning Strategies; Questionnaires; Likert Scales; College Students; Correlation; Self Efficacy; Goal Orientation; Test Anxiety; Fear; Help Seeking; Teacher Student Relationship; Scores; Foreign Countries; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Multivariate Analyse; Statistik; Schülerverhalten; Schulische Motivation; Belief; Glaube; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Likert-Skala; Collegestudent; Korrelation; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Examination phobia; Testangst; Prüfungsangst; Furcht; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Türkei
Abstract	In general, anxiety has been found to be associated with motivational beliefs and the current study investigated multivariate relationships between statistics anxiety and motivational beliefs among 305 college students (60.0% women). The Statistical Anxiety Rating Scale, the Motivated Strategies for Learning Questionnaire, and a set of demographic questions were used to collect the data. Results show that the first canonical correlation was 0.62 and accounted for approximately 39% overlapping variance and the second was 0.35 and accounted for more than 13% overlapping variance. Results indicate that students who had higher levels of task value, self-efficacy, and intrinsic goal orientation and lower levels of test anxiety displayed lower levels of statistics test anxiety, computational anxiety, fear of statistics instructor, fear of asking for help and interpretation anxiety and more positive attitudes towards statistics (i.e., lower scores indicating more positive attitudes). Results are discussed in relation to current literature. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01