AI Article Synopsis
- Growing recognition of the need for statistical literacy in democratic societies has led many universities to require statistics courses for all students, but these courses often cause significant anxiety, especially among those in nonmathematical fields.
- A decade-old literature review on statistics anxiety is outdated, prompting a need for an updated evaluation of the topic that considers new findings.
- This article aims to review current literature on statistics anxiety, exploring its definitions, causes, effects, and potential interventions to help improve teaching strategies and inspire future research.
Article Abstract
Appreciation of the importance of statistics literacy for citizens of a democracy has resulted in an increasing number of degree programs making statistics courses mandatory for university students. Unfortunately, empirical evidence suggests that students in nonmathematical disciplines (e.g., social sciences) regard statistics courses as the most anxiety-inducing course in their degree programs. Although a literature review exists for statistics anxiety, it was done more than a decade ago, and newer studies have since added findings for consideration. In this article, we provide a current review of the statistics anxiety literature. Specifically, related variables, definitions, and measures of statistics anxiety are reviewed with the goal of refining the statistics anxiety construct. Antecedents, effects, and interventions of statistics anxiety are also reviewed to provide recommendations for statistics instructors and for a new research agenda.
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| http://dx.doi.org/10.1177/1745691613518077 | DOI Listing |
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