统计网络分析英国高等教育学生的焦虑症状及其先例
Joshua J March1, David Hamilton1, Dawn McCormack1
1Department of Psychological Sciences and Health, University of Strathclyde, Glasgow, UK.
Annals of the New York Academy of Sciences
|April 28, 2025
概括
这项研究揭示了影响高等教育学生统计焦虑的关键因素. 负面的问题导向和抑制性焦虑是最有影响力的,突出了干预的目标.
科学领域:
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
- 量化心理学 量化心理学
背景情况:
- 统计焦虑是高等教育中普遍存在的问题,它会对学生的表现和看法产生负面影响.
- 现有的研究发现了统计焦虑的先例,但对它们的相互关系和影响缺乏清晰度.
- 同龄人态度在统计焦虑中的作用以前没有被探索过.
研究的目的:
- 调查统计焦虑的网络结构及其与同行态度和其他变量的关系.
- 确定导致高等教育学生对统计学感到焦虑的最有影响力的因素.
- 要区分对统计的态度和对统计的焦虑本身.
主要方法:
- 对279名英国高等教育学生的样本进行了预注册网络分析.
- 收集了有关统计焦虑,同龄人的态度和相关心理变量的数据.
- 进行了可靠性检查,以确保网络分析的有效性.
主要成果:
- 这项研究证实了对统计的态度和统计焦虑之间的区别.
- 对统计数据的态度受到统计数据的自我有效性,年龄和同行态度的影响.
- 统计焦虑主要受到负面问题导向和不容忍不确定性的影响.
结论:
- 负面的问题导向,抑制性焦虑和解释性焦虑成为统计焦虑中最有影响力的因素.
- 研究结果表明,需要采用多方面的方法来有效地解决统计学焦虑问题.
- 了解影响网络可以为经历统计学焦虑的学生提供有针对性的干预措施.
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