Commonalities in Attitudes and Beliefs Toward Different Academic Subjects

Tempelaar, Dirk; Nijhuis, Jan

doi:10.1007/978-1-4020-5612-3_11

Cited by 9 publications

(8 citation statements)

References 10 publications

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“…Research has consistently demonstrated that students’ attitudes, as quantified by the SATS, are positively related to course performance. In one of the most rigorous analyses, Tempelaar, Schim van der Loeff, and Gijselaers () applied structural equation modeling to examine the relationship between statistical attitudes and reasoning abilities in a large sample of students from international business and international economics programs in a Dutch university. The combined effects of the SATS variables were shown to account for 10% of the total variation in quiz and exam grades.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

“…In early recognition of this deficiency, Mvududu () reported more positive attitudes toward statistics and a stronger preference for a collaborative, problem‐solving classroom environment in Zimbabwean students than in a U.S. group. Tempelaar and Nijhuis () found differences in the mean SATS scores of Dutch and German international business students, attributed to variations in high school preparation. In a more recent study, Tempelaar, Rienties, Giesbers, & Schim Van Der Loeff () included Hofstede's () cultural indices with the SATS to develop models that explained online tutorial use by first‐year international students in an integrated mathematics and statistics course.…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

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Examining Undergraduate Students’ Attitudes toward Business Statistics in the United States and China

Wang

Palocsay

Shi

et al. 2018

Decision Sci J Innov Edu

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The rapid growth of analytics is bringing more attention to quantitative core curriculum requirements in undergraduate business programs. Statistical knowledge and skills are unequivocally recognized as essential cornerstone of business analytics. Furthermore, educational research has shown that academic performance in statistics classes is related to the attitudes that students bring to the course. This article assesses the reliability and validity of the Survey of Attitudes toward Statistics (SATS) in measuring noncognitive dimensions of attitudes among undergraduate business students. Sample data from U.S. and Chinese introductory business statistics classes were collected and analyzed to learn more about this aspect of student engagement across business schools located in countries with substantially different levels of success in international mathematics achievement testing, as well as differing cultural and educational practices. Results show that the six‐factor model structure of the SATS provides a good fit in both populations, with students entering business statistics holding only slightly positive attitudes toward the subject. Significant distinctions between four of the six attitude components were identified. Implications of measuring and improving these attitudes are discussed. Business statistics instructors are encouraged to use the survey as a standardized instrument to measure effects of interventions and make evidence‐based pedagogical decisions.

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Section: Literature Review and Hypothesesmentioning

confidence: 99%

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Examining Undergraduate Students’ Attitudes toward Business Statistics in the United States and China

Wang

Palocsay

Shi

et al. 2018

Decision Sci J Innov Edu

View full text Add to dashboard Cite

show abstract

“…Ramirez, Schau, and Emmio glu (2012) reviewed eight studies done in the United States that specifically investigated the influence of gender on attitudinal measures in statistics courses, and they did not find any differences (on average) between the male and female attitudes in any of the SATS components. Interestingly though, nine studies outside of the United States all reported gender differences (Tempelaar, Gijselaers, and Schim van der Loeff 2006;Tempelaar and Nijhuis 2007;Mahmud and Zainol 2008;Verhoeven 2009Verhoeven , 2011Coetzee and van der Merwe 2010;Bechrakisa, Gialamasb, and Barkatsas 2011;. In each case, the male students displayed higher positive scores in all four attitudinal categories.…”

Section: Introductionmentioning

confidence: 99%

Race, Sex, and their Influences on Introductory Statistics Education

Weaver

2018

Journal of Statistics Education

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The Survey of Attitudes Toward Statistics or SATS was administered for three consecutive years to students in an Introductory Statistics course at Cornell University. Questions requesting demographic information and expected final course grade were added. Responses were analyzed to investigate possible differences between sexes and racial/ethnic groups. The findings showed that female students had significantly lower average scores than their male counterparts in affect, cognitive competency, and subject difficulty. In addition, they expected lower average final course grades. When expected and achieved grades were compared, both male and female students overestimated their final scores, but female students did so to a lesser extent. No differences in attitudinal scores or grade expectations were found between racial/ ethnic groups. However, significant differences between racial groups were found when comparing student's expected and actual grades. Asian students outperformed the other groups in both meeting their personal expectations and achieving significantly higher final grades. Latino and Black students had outcomes well below their expectations. These results suggest that educators should focus on differences between sexes when planning ways to improve students' confidence in their quantitative ability. They should also consider implementing strategies for minority students to achieve their expected final course grade.

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“…According to Fullerton and Umphrey [30], women are significantly more anxious than men. Others confirmed that men express more positive attitudes towards statistics [12,31,32]. Women have been shown to be less confident using statistics and to find statistics difficult, and these factors have led to women having negative feelings about the subject.…”

Section: Gender and Attitudes Towards Statisticsmentioning

confidence: 99%

Attitudes towards Statistics among Business Students: Do Gender, Mathematical Skills and Personal Traits Matter?

Opstad

2020

Sustainability

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The purpose of this article was to investigate different variables, by combining mathematical skills and personal traits using The Big Five Model, to see which have the most influence on business students’ attitudes towards statistics. The Big Five personality traits make up a model for capturing various personal characteristics. Specifically, we aimed to understand why there is a gender difference in attitudes towards statistics. Statistical skills are a key factor for success in business studies. The chosen methods were pairwise comparisons (t-test) and a linear regression model, using a sample from a Norwegian business school. The finding was that there is a substantial gender gap towards attitudes towards statistics but taking mathematical skills and personal characteristics into consideration then results in this gap becoming much smaller. Furthermore, mathematical skills and personal traits were shown to have an impact on students’ attitudes towards statistics.

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Commonalities in Attitudes and Beliefs Toward Different Academic Subjects

Cited by 9 publications

References 10 publications

Examining Undergraduate Students’ Attitudes toward Business Statistics in the United States and China

Examining Undergraduate Students’ Attitudes toward Business Statistics in the United States and China

Race, Sex, and their Influences on Introductory Statistics Education

Attitudes towards Statistics among Business Students: Do Gender, Mathematical Skills and Personal Traits Matter?

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