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"Constantly Working on My Attitude Towards Statistics!" Education Doctoral Students' Experiences with and Motivations for Learning Statistics.

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Title: "Constantly Working on My Attitude Towards Statistics!" Education Doctoral Students' Experiences with and Motivations for Learning Statistics.
Authors: Cook, Kyle DeMeo1 cookk@stjohns.edu, Catanzaro, Brooke A.1
Source: Innovative Higher Education. Apr2023, Vol. 48 Issue 2, p257-284. 28p.
Subject Terms: *Statistics education, *Doctoral students, *Academic motivation, *Anxiety, *Student attitudes
Abstract: Doctoral students in education-related fields are required to take graduate level statistics courses and often face anxiety and negative attitudes about taking these courses. Using a mixed methods survey research design (N = 95), this study explored students' experiences with statistics anxiety and how course instructors can support them to mitigate statistics anxiety and improve attitudes. Analyses of quantitative survey data found that students who had never taken a statistics course before beginning their doctoral program, and students that had completed less doctoral coursework had higher negative attitudes towards learning statistics; and older students had higher statistics anxiety. Plans to use research in the future predicted more positive attitudes and lower statistics anxiety. Analysis of qualitative survey data found that students: (1) expressed that their attitude towards learning statistics was very important and played a big role in how they approached their coursework; (2) considered their plans to use research skills in the future as motivation to learn statistics; and (3) believed that their instructors' attitudes and instructional practices supported learning and decreased statistics anxiety. This study has implications for how statistics and research methods courses are taught in higher education, and how the experiences of graduate students in education may have lasting implications for research use in Prek-12 education settings. [ABSTRACT FROM AUTHOR]
Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Innovative+Higher+Education%22">Innovative Higher Education</searchLink>. Apr2023, Vol. 48 Issue 2, p257-284. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Statistics+education%22">Statistics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink>
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  Data: Doctoral students in education-related fields are required to take graduate level statistics courses and often face anxiety and negative attitudes about taking these courses. Using a mixed methods survey research design (N = 95), this study explored students' experiences with statistics anxiety and how course instructors can support them to mitigate statistics anxiety and improve attitudes. Analyses of quantitative survey data found that students who had never taken a statistics course before beginning their doctoral program, and students that had completed less doctoral coursework had higher negative attitudes towards learning statistics; and older students had higher statistics anxiety. Plans to use research in the future predicted more positive attitudes and lower statistics anxiety. Analysis of qualitative survey data found that students: (1) expressed that their attitude towards learning statistics was very important and played a big role in how they approached their coursework; (2) considered their plans to use research skills in the future as motivation to learn statistics; and (3) believed that their instructors' attitudes and instructional practices supported learning and decreased statistics anxiety. This study has implications for how statistics and research methods courses are taught in higher education, and how the experiences of graduate students in education may have lasting implications for research use in Prek-12 education settings. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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