Relationships among Attitudes, Coping Strategies, and Achievement in Doctoral-Level Statistics Courses: A Mixed Research Study

Abstract

Because of the important role that attitudes toward statistics and motivation have played in statistics courses, Ramirez, Emmioglu, and Schau (2010) recently conceptualized that Eccles and Wigfield's (2002) Expectancy-Value Model (EVM) is applicable for students enrolled in statistics courses. However, to date, the applicability of the EVM for understanding students' attitudes toward statistics has not been tested empirically. Thus, the purpose of this mixed research study was twofold: (a) to build on Ramirez et al. 's (2010) conceptualization by testing the EVM as a viable framework for understanding the statistics learning context; and (b) to examine the role that coping strategies play within the EVM framework by exploring interrelationships among attitudes, coping strategies, and statistics achievement. A qualitative-dominant mixed research design was used. Specifically, 18 doctoral students who had recently taken a statistics class participated in three in-depth focus groups. The ensuing qualitative data were supplemented by quantitative data via scores from a measure of coping strategies used in statistics courses that was administered to all participants. The qualitative and quantitative data provided strong support for the EVM. Moreover, the emergence of five coping strategies themes suggested the appropriateness of expanding the EVM to a more solution-focused model, namely, the Expectancy-Value Coping Strategies (EVCS) model, wherein coping strategies mediate the relationship between statistics attitudes and statistics achievement.

Statistical Anxiety and Achievement among University Students

“…The remaining percentage of 73% is based on factors that are not being chosen in the study. As a result, the unexplained factors should be considered in the upcoming research [23], [40]. Depending on the study mode, there was a significant difference in anxiety towards statistics.…”

The Doctoral Challenge: Select Women Students’ Experiences in a Higher Educational Leadership Doctoral Program

“…In addition, researchers have studied doctoral students and how to improve attrition rates (Ali & Kohun, 2006;Gardner, 2009;Golde, 1998Golde, , 2005. Similarly, other researchers have sought to identify the challenges and coping mechanisms of doctoral students as well (Barnes & Randall, 2012;Combs & Onwuegbuzie, 2012;Gold, 2006;Martinez et al, 2013;Schlemper, 2011). The literature reviewed by the researchers indicated that there is still research needed on the topic of challenges and coping mechanisms necessary to the success of women doctoral students.…”

“…To collect data for this study, the researchers conducted three focus groups with 18 doctoral students who had recently been enrolled in a quantitative research methodology course. Combs and Onwuegbuzie (2012) identified peer support, requests for help, and positive self-motivation as coping strategies practiced by students when enrolled in a quantitative research methodology course.…”

Assessing Study Skill Needs for Information Technology and Computer Science Students in Technical and Vocational Universities

“…Leadership skills were important for students to interact productively with others in science due to its increasingly collaborative nature [ [ 39 , 40 , 41 ]]. Next were coping and interaction behaviours (stress management, conflict resolution) to alleviate tension [ [ 42 ]]. Lastly, teamwork skills were critical because idea sharing is encouraged in STEM [ [ 43 ]].…”