对统计的态度和统计绩效:统计焦虑和学术拖延的调解模型
Lindsy E Lethbridge1, Alex D Marshall1, Michael Jauch1
1Griffith University, Mount Gravatt, Queensland, Australia.
The British journal of educational psychology
|September 12, 2024
概括
对统计学课程的负面态度增加了统计学焦虑和拖延,导致学业表现较差. 解决这些负面态度对于提高学生在统计教育中的成功至关重要.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 量化心理学 量化心理学
背景情况:
- 学生经常对研究方法和统计学课程产生负面态度.
- 这些负面态度与不良的认知和行为结果有关,包括统计焦虑和学术拖延.
- 以前的研究主要集中在这些变量与课程表现之间的直接关系上.
研究的目的:
- 调查统计学态度,统计学焦虑和拖延对学业成绩的相互影响.
- 测试假设负面态度对统计间接影响统计表现通过统计焦虑和拖延的顺序调解的假设.
主要方法:
- 对来自澳大利亚大学的171名本科心理学学生进行了横截面研究.
- 匿名在线问卷收集了有关人口统计,对统计的态度,统计焦虑,拖延和最近课程表现的数据.
- 使用顺序调解分析来检查间接影响.
主要成果:
- 发现了一种显著的间接效应,即对统计的负面态度与增加的统计焦虑有关.
- 反过来,更高的统计焦虑与更大的拖延相关,最终导致较低的统计绩效.
- 在对年龄和性别进行控制后,这些关系仍然显著.
结论:
- 学生认为统计学课程是有威胁的,表现出高度的统计学焦虑和拖延.
- 这种负面循环降低了统计教育的感知价值,并导致学术成绩较差.
- 旨在改善对统计学态度的干预措施可以提高学生的参与度和表现.
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