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ERIC Number: EJ931891
Record Type: Journal
Publication Date: 2011-Aug
Pages: 6
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1041-6080
Self-Regulated Learning Strategies in Relation with Statistics Anxiety
Kesici, Sahin; Baloglu, Mustafa; Deniz, M. Engin
Learning and Individual Differences, v21 n4 p472-477 Aug 2011
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. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire