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The relationship between anxiety and...

Fitzgerald, Shawn Michael.

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The relationship between anxiety and statistics achievement: A meta-analysis.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship between anxiety and statistics achievement: A meta-analysis./
Author:	Fitzgerald, Shawn Michael.
Description:	263 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 0383.
Contained By:	Dissertation Abstracts International58-02A.
Subject:	Statistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9721043
ISBN:	9780591297010

The relationship between anxiety and statistics achievement: A meta-analysis.
Fitzgerald, Shawn Michael.

The relationship between anxiety and statistics achievement: A meta-analysis. - 263 p.

Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 0383.

Thesis (Ph.D.)--The University of Toledo, 1996.

As statistics anxiety and statistics achievement continue to be studied in the social sciences, it becomes increasingly clear that there are many incongruities in the research findings. As a result, it remains difficult to understand just what the consensus of the research is. While several research syntheses have been conducted to clarify inconsistencies in the relationship between mathematics achievement and anxiety, no such synthesis has been undertaken to determine the relationship between anxiety and statistics achievement. The purpose of this research study was to investigate the relationship between anxiety and statistics achievement among college students using meta-analytic procedures to address the inconsistencies in this research literature.

ISBN: 9780591297010Subjects--Topical Terms:

517247
Statistics.

The relationship between anxiety and statistics achievement: A meta-analysis.
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020 $a 9780591297010
035 $a (UMI)AAI9721043
035 $a AAI9721043
040 $a UMI $c UMI
100 1 $a Fitzgerald, Shawn Michael. $3 1683704
245 1 4 $a The relationship between anxiety and statistics achievement: A meta-analysis.
300 $a 263 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-02, Section: A, page: 0383.
500 $a Adviser: Stephen Jurs.
502 $a Thesis (Ph.D.)--The University of Toledo, 1996.
520 $a As statistics anxiety and statistics achievement continue to be studied in the social sciences, it becomes increasingly clear that there are many incongruities in the research findings. As a result, it remains difficult to understand just what the consensus of the research is. While several research syntheses have been conducted to clarify inconsistencies in the relationship between mathematics achievement and anxiety, no such synthesis has been undertaken to determine the relationship between anxiety and statistics achievement. The purpose of this research study was to investigate the relationship between anxiety and statistics achievement among college students using meta-analytic procedures to address the inconsistencies in this research literature.
520 $a The searches conducted to locate documents for this study identified 27 relevant studies. These 27 studies yielded 82 effect size measures that were based on 43 different samples of subjects.
520 $a The results indicated that the overall estimate of the relationship between anxiety and statistics achievement was $r ={-}0.1417. $ However, significant heterogeneity existed across the 82 effect size measures. Study characteristics identified as being moderators of this relationship included anxiety type, anxiety instrument type, article type, year of study, time when the anxiety instrument was administered, grade level, achievement measure type, gender, number of students, and instrument length. Course type, average age of the students, the effect size source, and existence of an anxiety treatment were found not to be moderators of the effect sizes. When each anxiety type was further analyzed by anxiety instrument type, homogeneity within anxiety instruments was attained for general anxiety but not for test anxiety, mathematics anxiety, or statistics anxiety.
590 $a School code: 0232.
650 4 $a Statistics. $3 517247
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Social Sciences. $3 1019148
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690 $a 0525
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710 2 $a The University of Toledo. $3 1023352
773 0 $t Dissertation Abstracts International $g 58-02A.
790 1 0 $a Jurs, Stephen, $e advisor
790 $a 0232
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9721043