Survey of attitudes toward statistics: Factor structure and factorial invariance for women and men

Dauphinee, Thomas L.; Schau, Candace; Stevens, Joseph J.

doi:10.1080/10705519709540066

Cited by 77 publications

(80 citation statements)

References 15 publications

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“…Statistics being the single mathematical subject in many social science studies, it is hypothesized that task-related affective attitudes toward statistics are an important component of achievement motivations (Schau 2003). Empirical research within the domain of statistics (Dauphinee et al 1997;Hilton et al 2004;Schau et al 1995) supports the distinction of Affect and Value. Earlier research by the authors, Tempelaar et al (2007), provides evidence of the relevance of Schau's model in other domains than statistics.…”

Section: Schau's Expectancy-value Modelmentioning

confidence: 95%

“…This criticism gave way to the development of versions of the expectancy-value model that incorporate an affective construct, as e.g. the model by Schau and co-authors (Dauphinee et al 1997;Hilton et al 2004;Schau 2003;Schau et al 1995). Schau's expectancy-value model contains four constructs.…”

Section: Schau's Expectancy-value Modelmentioning

confidence: 99%

“…Therefore, the scale is mostly addressed with 'lack of Difficulty' in the next sections. Validation research has shown that a four-factor structure provides a good description of responses to the SATS-instrument in two very large samples of undergraduate students (Dauphinee et al 1997;Hilton et al 2004) for the subject statistics. Subsequently, the adequacy of the SATS-instrument for measuring achievement motivations for business subjects has been demonstrated in Tempelaar et al (2007).…”

Section: Subject Achievement Motivationsmentioning

confidence: 99%

“…Achievement motivations for business subjects are measured with an instrument derived from the Survey of Attitudes Toward Statistics (SATS) developed by Schau and co-authors (Dauphinee et al 1997;Hilton et al 2004;Schau et al 1995). The instrument is based on expectancy-value theory as the interpretative framework to understand formation of motivations Eccles 2000, 2002).…”

Section: Subject Achievement Motivationsmentioning

confidence: 99%

“…We followed data analysis procedures as described by Schau et al (1995), Dauphinee et al (1997), and Hilton et al (2004) in their empirical analyses of SATS data. That includes the adoption of item parceling based on balancing with respect to the positively and negatively worded items, size of parcel means, standard deviations, and skew (see Schau et al 1995).…”

Section: Parcelingmentioning

confidence: 99%

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On Subject Variations in Achievement Motivations: A Study in Business Subjects

et al. 2010

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Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study, we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to what extent are they malleable? Answers to both questions are especially important when aiming to influence motivations. Malleability of motivation is studied by designing structural equation models that explain achievement motivation out of the most stable student characteristics one can think of: gender, and personality traits. Subject matter variability is studied by estimating these models for five main subject areas in a business program. The motivation construct we use is based on the expectancy-value model and distinguishes four different facets: cognitive competence, difficulty, task-value and affect. We find evidence for strong subject-specificity and considerable non-malleability of achievement motivation; part of that last aspect is a remarkably constant over-confidence gender gap present in the data of the calibration of competency beliefs and performance in all subject areas.

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