Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs

  • Guenter Faber Leibniz University Hannover
  • Heike Drexler Leibniz University Hannover
Keywords: statistics anxiety, education science students, self-beliefs, prior experiences

Abstract

Based on a cognitive-motivational modeling of construct relations, the present study aimed at analyzing the role of prior statistics experiences to ex­­plain education science students’ statistics anxiety. Data were analyzed from two independent samples which consisted of N = 113 and N = 87 participants – using a different operationalization of the experience variable in each case. In both samples, analyses demonstrated students’ statistics anxiety to be substantially ex­plained by their self-concept and negative utility value – but not by their prior sta­tistics ex­periences. However, conceptually assumed interaction effects between motivation and ex­perience variables did not occur. Instead, students’ statistics anxiety appeared to be de­pendent on self-concept and value scores across all experience levels. Moreover, different operationa­lizations of the experience variable produced somewhat varying effect patterns. Find­ings are discussed in terms of conceptual, methodological, and instructional implications.

Author Biography

Heike Drexler, Leibniz University Hannover

Heike Drexler is a lecturer at the Institute of Psychology

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Published
2019-05-24
How to Cite
Faber, G., & Drexler, H. (2019). Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs. Higher Learning Research Communications, 9(1). https://doi.org/10.18870/hlrc.v9i1.435
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Articles