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“Statistics Anxiety” Among Sociology Majors

Teaching Sociology, 2007
Helping students overcome their "statistics anxiety" has become an important part and explicit objective of social statistics courses. This relatively new trend is reflected most clearly in recently published statistics textbooks and in Teaching Sociology articles.
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Statistics support and anxiety explored

Teaching Mathematics and its Applications: An International Journal of the IMA
Abstract Most higher education institutions in the UK now offer some form of additional individual support for mathematics and statistics. Whilst numerous studies have shown mathematics support can improve grades and reduce failure rates, there is a lack of research on other outcomes of interest such as anxiety or confidence, and very ...
Ellen Marshall, Anna Riach, Amanda Shaker, Peter Rowlett   +3 more
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Academic procrastination and statistics anxiety

Assessment & Evaluation in Higher Education, 2004
Statistics anxiety, which is experienced by as many as 80% of graduate students, has been found to debilitate performance in statistics and research methodology courses. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible.
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Role of Hope in Predicting Anxiety about Statistics

Psychological Reports, 1998
Hope is defined as a cognitive set which consists of level of goal-directed determination (agency) and propensity to plan ways to achieve goals (pathways). This study investigated whether hope was related to anxiety about statistics. Participants were 109 graduate students from a variety of disciplinary backgrounds enrolled in courses on statistics ...
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PSYCHOMETRIC PROPERTIES OF THE STATISTICS ANXIETY RATING SCALE

Psychological Reports, 2002
The Statistics Anxiety Rating Scale has 51 items, each scored on a 5-point rating scale to measure statistics anxiety with six subscales, Worth of Statistics, Interpretation Anxiety, Test and Class Anxiety, Computational Self-concept, Fear of Asking for Help, and Fear of Statistics Teachers.
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A statistical reevaluation of the stai anxiety questionnaire

Journal of Clinical Psychology, 1985
This study examined the capability and efficiency of two commonly used scales, the trait and trait and state inventories (Spielberger et al., 1970), to measure anxiety construct (N = 100). The probabilistic Rasch Model (Wright & Masters, 1982) was applied to athletes' responses to trait and state anxiety items before competition (stress).
G, Tenenbaum, D, Furst, G, Weingarten
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Statistics Test Anxiety and Female Students

Psychology of Women Quarterly, 1995
Research suggests that high-anxious female students underperform in time-limited examinations compared to their low-anxious counterparts. Consequently, the purpose of this investigation was to determine whether differential performance on time-limited and time-unlimited statistics examinations, would be associated with test anxiety.
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Anxiety and Stereotyped Beliefs About Statistics

Evaluation & the Health Professions, 1978
Measures of anxiety toward statistics and belief in selected negative stereotypes about statistics were administered to a sample of graduate students in nursing and education at the beginning and end of a semester course in statistics. Factor analysis showed three dimensions of negative perceptions about statistics, corresponding to age and sex role ...
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Statistics anxiety and math aversion among advertising students

Journal of Advertising Education, 2002
Do advertising students really dislike math? Or is this question a manifestation of frustrated media planning course professors?Do women perceive they are poorer at math than men? Do students with better grades like math more? Are those interested in creative jobs more likely to be math averse than those wishing to pursue management-oriented ...
Jami A. Fullerton, Don Umphrey
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The Role of Statistics Anxiety in Learning Probability

2018
The current study aimed at investigating the effect of statistics anxiety on learning probability, while taking into account mathematics anxiety and basic probabilistic reasoning, in order to provide insight into the direct and indirect relationships among affective and cognitive factors.
Primi C., Donati M. A., Chiesi F.
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