The Role of Non-Cognitive Factors in the Introductory Statistics Classroom
Saved in:
| Title: | The Role of Non-Cognitive Factors in the Introductory Statistics Classroom |
|---|---|
| Language: | English |
| Authors: | Spencer, Dan, Griffith, Emily, Briska, Kayla, Post, Justin, Willis, Chris |
| Source: | Statistics Education Research Journal. 2023 22(1). |
| Availability: | International Association for Statistical Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: https://iase-web.org/ojs/SERJ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Introductory Courses, Statistics Education, Student Attitudes, Self Efficacy, Student Motivation, Undergraduate Students, Predictor Variables, Mathematics Achievement, School Holding Power, Expectation, Value Judgment, Help Seeking, Questionnaires, Learning Strategies |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| DOI: | 10.52041/serj.v22i1.77 |
| ISSN: | 1570-1824 1570-1824 |
| Abstract: | The current study aimed to understand not only students' attitudes towards statistics, but also their beliefs about their ability to perform statistical tasks (self-efficacy), the value they place on carrying out course and statistical tasks (task value), and the level of effort they perceive when engaging in these tasks (cost) across a semester in an undergraduate introductory statistics course. Findings indicated that students viewed statistics as more difficult, less valuable, and more costly to engage in as the semester progressed. Further, students also reported an increase in avoidant help-seeking behaviors (e.g., not seeking help when needed). Non-cognitive factors were not found to predict course retention. Variables of affect and self-efficacy, however, were shown to predict overall course grade. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1388516 |
| Database: | ERIC |
| Abstract: | The current study aimed to understand not only students' attitudes towards statistics, but also their beliefs about their ability to perform statistical tasks (self-efficacy), the value they place on carrying out course and statistical tasks (task value), and the level of effort they perceive when engaging in these tasks (cost) across a semester in an undergraduate introductory statistics course. Findings indicated that students viewed statistics as more difficult, less valuable, and more costly to engage in as the semester progressed. Further, students also reported an increase in avoidant help-seeking behaviors (e.g., not seeking help when needed). Non-cognitive factors were not found to predict course retention. Variables of affect and self-efficacy, however, were shown to predict overall course grade. |
|---|---|
| ISSN: | 1570-1824 1570-1824 |
| DOI: | 10.52041/serj.v22i1.77 |
