Statistična anksioznost pri študentih in povezani dejavniki

The present study investigated relationships between statistics anxiety (SA), trait anxiety, attitudes towards mathematics and statistics, and academic achievement among university students who had at least one study course related to statistics in their study programme. Five hundred and twelve students from the University of Ljubljana completed the Statistics Anxiety Rating Scale (STARS), State-Trait Anxiety Inventory, and answered questions about their perceptions of mathematics and statistics. The results showed below-average mean scores on the STARS dimensions, except for the Test and Class Anxiety with the average score around the midpoint of the scale. Female students reported higher levels of SA than male students did. The highest levels of SA were reported by students who perceived mathematics and statistics as a threat. The subscales of the STARS correlated positively with students’ trait anxiety. Students who reported less enjoyment in mathematics in high school perceived statistics to be a less worthy subject and had a lower computation self-concept. Students who had better mathematics performance in high school and higher average study grades also reported a higher computation self-concept. In the present study, we translated the STARS questionnaire into Slovenian and confirmed the six-factor structure of the questionnaire. The results provide a basis for further research on statistics anxiety and further validation of the STARS questionnaire. The results can also aid statistics teachers in better understanding students’ worries, fears, and attitudes towards statistics and in learning about the factors that affect students’ statistics anxiety and their work in the course. (DIPF/Orig.

Relationship between statistics anxiety, trait anxiety, and academic procrastination

V okviru magistrskega dela sem proučevala odnose med statistično anksioznostjo, akademskim odlašanjem in anksioznostjo kot osebnostno potezo. V študiji je sodelovalo 512 študentov Univerze v Ljubljani (UL), ki so izpolnjevali vprašalnike v klasični, papir – svinčnik obliki. Uporabljeni so bili Vprašalnik za merjenje statistične anksioznosti (STARSCruise idr., 1985), Lestvica akademske prokrastinacije (APS SIMcCloskey, 2011) in Lestvica anksioznosti (STAI – X2Spielberger idr., 1983). Rezultati so pokazali, da sta statistična anksioznost in akademsko odlašanje izražena pod povprečjem. Študentke imajo višje ravni anksioznosti kot osebnostne poteze in statistične anksioznosti kot študenti, obenem pa imajo nižjo stopnjo akademskega odlašanja. Spol in anksioznost kot osebnostna poteza sta pomembna napovednika statistične ankisioznosti. Prav tako rezultati študije kažejo, da se študenti razlikujejo v doživljanju statistične anksioznosti glede na to, kako doživljajo matematiko in statistiko. Pokazalo se je tudi, da se študenti fakultet, vključenih v raziskavo, razlikujejo v doživljanju statistične anksioznosti. V okviru raziskave je bil prirejen vprašalnik za merjenje statistične anksioznosti, s konfirmatorno faktorsko analizo pa potrjena njegova šestfaktorska struktura. Raziskava predstavlja temelj za nadaljnje proučevanje statistične anksioznosti ter preverjanje psihometričnih značilnosti vprašalnika STARS.The master\u27s thesis focused on relationships between statistics anxiety, academic procrastination, and trait anxiety in university students. There were 512 students of University of Ljubljana (UL) who completed the following questionnaires: the Statistics Anxiety Rating Scale (Cruise, et al., 1985), Academic Procrastination Scale (McCloskey, 2011), and State – Trait Anxiety Inventory (Spielberger et al., 1983). The results showed that UL students experienced statistics anxiety and procrastinated with academic obligations below average levels. Student females reported higher trait anxiety and statistics anxiety than males, but they procrastinated less. Gender and trait anxiety were significant predictors of statistics anxiety. The results also showed that students differed in experiencing statistics anxiety according to their views on mathematics and statistics. Students of different faculties differed in experiencing statistics anxiety. In the study, we translated and adapted the questionnaire for measuring statistics anxiety to Slovenian language. The confirmatory factor analysis confirmed the six-factor structure of the questionnaire. The results provide basis for further research on statistics anxiety and further validation of the STARS questionnaire