Mühendi̇sli̇k Öğrenci̇leri̇ni̇n İstati̇sti̇ğe Karşi Tutumlari: Çoklu Durum Çalişmasi

Abstract

Uluslararası İktisadi ve İdari Bilimler Dergisi yılda 2 kez yayımlanan hakemli bir dergidir. Türkçe ve İngilizce dillerinde iktisat, işletme, uluslararası ilişkiler, siyaset bilimi ve kamu yönetimi, davranış bilimleri, maliye, ekonometri, çalışma ekonomisi ve endüstriyel ilişkiler, bankacılık ve finans, insan kaynakları yönetimi, yönetim bilişim sistemleri, sosyal hizmet, uluslararası ticaret ve lojistik, sağlık bilimleri yönetimi, eğitim yönetimi ve ilişkili alanlarda makaleler yayımlar. Dergide yayımlanan makalelerin dil, bilim, yasal ve etik sorumluluğu yazara aittir. Tüm makaleler intihal taramasından geçirilerek yayınlanır. Makaleler kaynak gösterilmeden kullanılamaz. International Journal of Economics and Administrative Sciences is peer reviewed journal published twice a year. It publishes articles both in Turkish and English languages in the fields of economics, business administration, international relations, political science and public administration, behavioral sciences, finance, econometrics, labor economics and industrial relations, banking and finance, human resources management, management information systems, social services, international trade and logistics, health sciences management, educational administration and related fields. The language, science, legal and ethical responsibility of the articles published in the journal belongs to the author. All articles are published after a plagiarism scan. The published contents in the articles cannot be used without being cited.

The Role of Non-Cognitive Factors in the Introductory Statistics Classroom

“…Firstly, the majority of the studies on attitudes towards statistics have been conducted in social science settings such as psychology (e.g., Chiesi & Primi, 2015, 2018Dempster & McCorry, 2009). Our study aims to expand current knowledge by investigating attitudes towards an introductory statistics course in a population (predominantly engineering students) underrepresented in the statistics attitudes literature (Sarikaya & Sarikaya, 2019) and vastly differing from that of social sciences. Social science populations commonly exhibit aversion or anxiety toward math as they enter introductory statistics courses (Dempster & McCorry, 2009).…”