An Exploration of Preference for Numerical Information in Relation to Math Self-Concept and Statistics Anxiety in a Graduate Statistics Course

被引：8
|
作者：
Williams, Amanda [1 ]
机构：
[1] Texas Tech Univ, Coll Educ, Lubbock, TX 79409 USA
来源：
JOURNAL OF STATISTICS EDUCATION | 2014年 / 22卷 / 01期
关键词：
Academic anxiety; Statistics education; Graduate students; Nomological validity;
D O I：
10.1080/10691898.2014.11889693
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of the current research was to investigate the relationship between preference for numerical information (PNI), math self-concept, and six types of statistics anxiety in an attempt to establish support for the nomological validity of the PNI. Correlations indicate that four types of statistics anxiety were strongly related to PNI, and two were not related. Math self-concept was also strongly related to PNI. Results suggest that higher PNI is associated with higher math self-concept and lower statistics anxiety in graduate students, and indicate support for the nomological validity of the PNI within the context of graduate statistics classes.
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页数：16
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