TY - JOUR

T1 - Predicting Education Science Students’ Statistics Anxiety

T2 - The Role of Prior Experiences Within a Framework of Domain-Specific Motivation Constructs

AU - Faber, Günter

AU - Drexler, Heike

PY - 2019/6

Y1 - 2019/6

N2 - Based on a cognitive–motivational modeling of construct relations, this study analyzed the role of prior statistics experiences within a framework of domain-specific self-concept and value variables to predict education science students’ statistics anxiety. Data were analyzed from two independent samples comprising 113 and 87 participants—using the passing of a statistics exam as the experience measure in each case. In both samples, the results of three-way analyses of variance demonstrated students’ statistics anxiety to be substantially explained by their negative utility value and self-concept but only to a minor extent by their prior statistics experiences. Students’ statistics anxiety appeared to be dependent on value and self-concept scores across all experience levels. Though producing somewhat varying effect patterns, the findings from both samples led to similar effects, indicating the crucial role of self-belief variables. Results are discussed in terms of conceptual, methodological, and instructional implications.

AB - Based on a cognitive–motivational modeling of construct relations, this study analyzed the role of prior statistics experiences within a framework of domain-specific self-concept and value variables to predict education science students’ statistics anxiety. Data were analyzed from two independent samples comprising 113 and 87 participants—using the passing of a statistics exam as the experience measure in each case. In both samples, the results of three-way analyses of variance demonstrated students’ statistics anxiety to be substantially explained by their negative utility value and self-concept but only to a minor extent by their prior statistics experiences. Students’ statistics anxiety appeared to be dependent on value and self-concept scores across all experience levels. Though producing somewhat varying effect patterns, the findings from both samples led to similar effects, indicating the crucial role of self-belief variables. Results are discussed in terms of conceptual, methodological, and instructional implications.

KW - Mathematics self-concept

KW - Prior statistics experiences

KW - Statistics anxiety

KW - Utility value

UR - http://www.scopus.com/inward/record.url?scp=85068831906&partnerID=8YFLogxK

U2 - 10.18870/hlrc.v9i1.435

DO - 10.18870/hlrc.v9i1.435

M3 - Article

AN - SCOPUS:85068831906

VL - 9

JO - Higher Learning Research Communications

JF - Higher Learning Research Communications

IS - 1

ER -