Self-efficacy beliefs in college statistics courses

被引：115
|
作者：
Finney, SJ
Schraw, G
机构：
[1] James Madison Univ, Ctr Assessment & Res Studies, Dept Psychol, Harrisonburg, VA 22807 USA
[2] Univ Nevada, Dept Educ Psychol, Las Vegas, NV 89154 USA
来源：
CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2003年 / 28卷 / 02期
关键词：
D O I：
10.1016/S0361-476X(02)00015-2
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
We developed measures of current statistics self-efficacy (CSSE) and self-efficacy to learn statistics (SELS) to address whether statistics self-efficacy is related to statistics performance, and whether self-efficacy for statistics increases during an introductory statistics course. Both instruments yielded reliable, one-factor solutions that were related positively to each other and to two measures of statistics performance (i.e., specific statistics problems and overall course performance). The CSSE and SELS also were related positively to math self-efficacy and attitudes towards statistics, but related negatively to anxiety. Changes between two different testing occasions using the CSSE indicated that statistics self-efficacy increased almost two standard deviations over a 12-week instructional period. (C) 2002 Elsevier Science (USA). All rights reserved.
引用
收藏
页码：161 / 186
页数：26
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