Worry, Intolerance of Uncertainty, and Statistics Anxiety

Williams, Amanda

doi:10.52041/serj.v12i1.321

Cited by 29 publications

(13 citation statements)

References 40 publications

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“…Lastly, Mills found that many factors determine whether students’ attitudes toward statistics are either positive or negative, such as previous experiences with math or statistics, students’ self‐confidence, or teaching methods used in the statistics course 76 . Correlation data from the meta‐analysis supported the theorized bilateral relationship between the constructs; with positive attitudes toward statistics equating to lower levels of SA, and both negative attitudes and general negative affect acting as a predictor of SA 30,32,46,50 . Unfortunately, due to the small number of studies evaluating negative or positive attitudes, these were combined into a single score for analysis and no specific conclusions regarding these two types of attitudes (negative and positive) could be drawn.…”

Section: Discussionmentioning

confidence: 78%

“…Results on the role of this factor in SA indicate that students with lower rates of positive affect regarding statistics tended to present with higher levels of anxiety 44 . Also, SA correlated positively with the pathological traits of worry, intolerance of uncertainty, and coping strategy, while worry, perfectionism, and procrastination were found to be specific predictors of SA 15,32,45–49 . Furthermore, psychological flexibility and academic dishonesty also mediated the relationship between SA and statistics achievement 18,36 …”

Section: Resultsmentioning

confidence: 97%

“…44 Also, SA correlated positively with the pathological traits of worry, intolerance of uncertainty, and coping strategy, while worry, perfectionism, and procrastination were found to be specific predictors of SA. 15,32,[45][46][47][48][49] Furthermore, psychological flexibility and academic dishonesty also mediated the relationship between SA and statistics achievement. 18,36 SA and learning strategies were investigated in three articles.…”

Section: Individual Differencesmentioning

confidence: 88%

“…76 Correlation data from the metaanalysis supported the theorized bilateral relationship between the constructs; with positive attitudes toward statistics equating to lower levels of SA, and both negative attitudes and general negative affect acting as a predictor of SA. 30,32,46,50 Unfortunately, due to the small number of studies evaluating negative or positive attitudes, these were combined into a single score for analysis and no specific conclusions regarding these two types of attitudes (negative and positive) could be drawn.…”

Section: Do Individual Differences In Statistics Learning Affect Stat...mentioning

confidence: 99%

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Mediating factors of statistics anxiety in university students: a systematic review and meta‐analysis

Trassi

Leonard

Rodrigues

et al. 2022

Annals of the New York Academy of Sciences

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Statistics play a key role in many areas of modern society including technology, social and behaviour studies, economics and the sciences. Statistics anxiety (SA) has a detrimental impact on academic experiences in university populations. Although, the mediator factors remain underexplored. We conducted the first systematic review and meta-analysis focused on SA in university students in the context of: statistical performance; individual differences in statistical learning; self-perceptions regarding statistics course and instructor; and sociodemographic factors. Searches were carried out in the databases: PsycINFO, PubMed, Scielo, and Web of Science, according to our pre-registration. Forty studies were selected for systematic review. Seventeen were included in a series of six meta-analyses concerning: academic achievement, attitudes, self-perception, procrastination, and gender. Findings reveal learning strategies, procrastination, self-efficacy and self-awareness as predictors of SA.However, the impact of sociodemographic data in these moderators is still uncharted. We concluded with a critical appreciation of the selected studies and presented future directions for research in SA.

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Section: Discussionmentioning

confidence: 78%

Section: Resultsmentioning

confidence: 97%

Section: Individual Differencesmentioning

confidence: 88%

Section: Do Individual Differences In Statistics Learning Affect Stat...mentioning

confidence: 99%

See 2 more Smart Citations

Mediating factors of statistics anxiety in university students: a systematic review and meta‐analysis

Trassi

Leonard

Rodrigues

et al. 2022

Annals of the New York Academy of Sciences

View full text Add to dashboard Cite

show abstract

“…In general, worry is described as a negative chain of cognitions that represents an attempt at mental problem solving of an issue, whose outcome is unknown and (thus) has the possibility of being negative [ 31 ]. According to worry is stipulated by the anticipation of negative and uncertain outcomes [ 32 ], and in such, a state of emotions related to how one perceives the situation.…”

Section: Introductionmentioning

confidence: 99%

Subjective age, worry and risk-related perceptions in older adults in times of a pandemic

Tingvold

Albert

Hoffmann³

et al. 2022

PLoS ONE

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During the Covid-19 pandemic, older people have been in the spotlight of the public debate. Given their higher risk of severe outcomes of the disease, they have been described as especially vulnerable and as a burden to others and society. We thus wanted to investigate how older people’s perception of their own age, that is their subjective age, as well as their Covid-19 related risks and worries were related during the pandemic and whether these relationships varied according to participants’ subjective health. We used data from the longitudinal CRISIS study which was conducted in the Grand-Duchy of Luxembourg in June and October 2020. Participants were aged 60–98 and responded on questionnaires regarding their subjective age, worry of falling ill with Covid-19, perceived risk of contracting the virus, perceived risk of falling seriously ill if they contracted Covid-19, as well as their subjective health and covariates. Three cross-lagged panel models were constructed to explore the longitudinal, bidirectional relationships between the variables. Cross-sectionally, a higher subjective age was related to more perceived risk of a serious course of disease. Longitudinally, subjective age and worry did not show any significant association over time, and neither did subjective age and perceived risk of contracting the virus. However, subjective health significantly moderated the relationship of worry and subjective age, showing different trajectories in the relationship depending on whether subjective health was good or bad. Higher perceived risk of falling seriously ill increased subjective age over time. Again, subjective health moderated this relationship: the perceived risk of falling seriously ill affected subjective age only for those with better subjective health. Our findings show the interactive relationship between subjective age and Covid-19 related cognitions and emotions and provide guidance for identifying older people that are most susceptible for negative age-related communication during the pandemic.

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Empirical Research in Statistics Education

Eichler

Zapata‐Cardona

2016

ICME-13 Topical Surveys

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In this ICME-13 Topical Survey, we provide a review of recent research into statistics education. We focus our review on empirical research that has been published in established educational journals or the proceedings of important conferences that include at least a section referring to statistics education. We have identified and will address six important research topics, namely, teacher knowledge, teachers' statistics-related affect, teacher preparation, student knowledge, students' statistics-related affect, and student learning of statistics with technology. For each research topic we build upon existing reviews and add more recent research. In each section we start with a review of recent research and end with a brief conclusion for each research topic.

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Worry, Intolerance of Uncertainty, and Statistics Anxiety

Cited by 29 publications

References 40 publications

Mediating factors of statistics anxiety in university students: a systematic review and meta‐analysis

Mediating factors of statistics anxiety in university students: a systematic review and meta‐analysis

Subjective age, worry and risk-related perceptions in older adults in times of a pandemic

Empirical Research in Statistics Education

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