Self-regulated learning strategies in relation with statistics anxiety

Date

2011-08-01

Author

Kesici, Sahin
Baloğlu, Mustafa
Deniz, M. Engin

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

257
views

0
downloads

Dealing with students' attitudinal problems related to statistics is an important aspect of statistics instruction. Employing the appropriate learning strategies may have a relationship with anxiety during the process of statistics learning. Thus, the present study investigated multivariate relationships between self-regulated learning strategies and statistical anxiety using canonical correlation analysis (CCA). Three hundred twenty Turkish college students responded to the Motivated Strategies for Learning Questionnaire and the Statistical Anxiety Rating Scale. Of the group, 189 (59.1%) were women and 131 (40.9%) were men. Participants' ages ranged from 18 to 33 years with a mean of 21.28 years (SD = 1.53). Bivariate correlation coefficients showed significant relationships between the dimensions of learning strategies and statistical anxiety. CCA showed that students who used more rehearsal, elaboration, organization, critical thinking, metacognitive regulation. time and study environment management, and effort regulation strategies experienced lower computational anxiety and had more positive attitudes toward statistics. Additionally, a combination of effort regulation and help seeking strategies is associated with test/class anxiety.

Subject Keywords

Education, Developmental and Educational Psychology, Social Psychology

URI

https://hdl.handle.net/11511/57544

Journal

LEARNING AND INDIVIDUAL DIFFERENCES

DOI

https://doi.org/10.1016/j.lindif.2011.02.006

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

Evaluation of a tangible mobile application for students with specific learning disabilities Polat, Elif; Çağıltay, Kürşat; AYKUT, ÇIĞIL; KARASU, NECDET (Informa UK Limited, 2019-01-02) Students with specific learning disabilities (SLD) typically do not perform at the expected levels of academic achievement. Tangible mobile applications are learning devices that allow for physical engagement and multisensory interaction. They present as promising tools to facilitate learning for students with SLD. This study explored the use of a tangible mobile application for assisting three seventh-grade Turkish students with SLD to learn scientific principles regarding cell concepts. A multiple-probede...
Individual differences in statistics anxiety among college students Baloğlu, Mustafa (Elsevier BV, 2003-04-01) The present study investigated differences in statistics anxiety levels based on students' gender and age. Using the statistics anxiety scores of 246 college students, a 2 x 3 between-subjects factorial multivariate analysis of covariance was performed on the six dependent variables (worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of statistics teachers) that were hypothesized to be six dimensions of statistics anxiety. Indep...
The interplay between cognitive and motivational variables in a problem-based learning environment Araz, Guelsuem; Sungur, Semra (Elsevier BV, 2007-01-01) Problem-based learning (PBL) is a student centered approach whereby students deal with ill-structured problems while working in small groups. In this study, a path model was utilized to model the relationships among reasoning ability, learning approach, prior knowledge, motivational variables, and achievement in genetics in PBL classes. 126 eighth grade students participated in the study. Results showed that reasoning ability, learning approach, task value, and prior knowledge had direct effects on achievem...
Predicting undergraduate students' mathematical thinking about derivative concept: A multilevel analysis of personal and institutional factors Aydin, Utkun; Ubuz, Behiye (Elsevier BV, 2014-05-01) This cross-sectional study examines the determinants of mathematical thinking aspects at two levels: within-classroom level and between-classroom level. We hypothesized that personal factors (gender, socioeconomic status (parents' educational attainment), current cumulative grade point average, prior mathematic achievement (high school mathematics achievement)) and institutional factors (faculty/school affiliation, grade level) have concomitant associations with students' mathematical thinking about the der...
Need satisfaction as a mediator between classroom goal structures and students' optimal educational experience Alp, Aysenur; Michou, Aikaterini; Corlu, M. Sencer; Baray, Gamze (Elsevier BV, 2018-07-01) Goal-related messages in a classroom are associated with students' experiences and functioning in learning. However, little is known about need satisfaction as a mediator that translates the classroom messages into students' optimal educational experience. In the present studies, we investigated in a sample of 171 (in Study 1) and 255 (in Study 2) Turkish undergraduate students (60% females; M-age = 19.79, SD = 1.68 and 45% females, M-age = 19.75, SD = 1.67 respectively), the relation of classroom goal stru...

Citation Formats

S. Kesici, M. Baloğlu, and M. E. Deniz, “Self-regulated learning strategies in relation with statistics anxiety,” LEARNING AND INDIVIDUAL DIFFERENCES, pp. 472–477, 2011, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/57544.