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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Relationship Between Graduate Students’ Statistics Self-Efficacy, Statistics Anxiety, Attitude Toward Statistics, And Social Support, Michelle Perepiczka, Nichelle Chandler, Michael Becerra
Relationship Between Graduate Students’ Statistics Self-Efficacy, Statistics Anxiety, Attitude Toward Statistics, And Social Support, Michelle Perepiczka, Nichelle Chandler, Michael Becerra
School of Counseling and Human Services Publications
Statistics plays an integral role in graduate programs. However, numerous intra- and interpersonal factors may lead to successful completion of needed coursework in this area. The authors examined the extent of the relationship between self-efficacy to learn statistics and statistics anxiety, attitude towards statistics, and social support of 166 graduate students enrolled in master’s and doctoral programs within colleges of education. Results indicated that statistics anxiety and attitude towards statistics were statistically significant predictors of self-efficacy to learn statistics, yet social support was not a statistically significant predictor of self-efficacy. Insight into how this population responds to statistics courses and …
Relationship Between Graduate Students' Statistics Self-Efficacy, Statistics Anxiety, Attitude Toward Statistics, And Social Support, Michelle Perepiczka, Nichelle Chandler, Michael Becerra
Relationship Between Graduate Students' Statistics Self-Efficacy, Statistics Anxiety, Attitude Toward Statistics, And Social Support, Michelle Perepiczka, Nichelle Chandler, Michael Becerra
Walden Faculty and Staff Publications
Statistics plays an integral role in graduate programs. However, numerous intra- and interpersonal factors may lead to successful completion of needed coursework in this area. The authors examined the extent of the relationship between self-efficacy to learn statistics and statistics anxiety, attitude towards statistics, and social support of 166 graduate students enrolled in master’s and doctoral programs within colleges of education. Results indicated that statistics anxiety and attitude towards statistics were statistically significant predictors of self-efficacy to learn statistics, yet social support was not a statistically significant predictor of self-efficacy. Insight into how this population responds to statistics courses and …