Vahedi Shahrum, Farrokhi Farahman, Gahramani Farahnaz, Issazadegan Ali
Associate professor, English Dept., University of Tabriz.
Master of art in curriculum, Assistant professor, psychology Department, University of Urmia.
Iran J Psychiatry Behav Sci. 2012 Spring;6(1):40-6.
Approximately 66-80%of graduate students experience statistics anxiety and some researchers propose that many students identify statistics courses as the most anxiety-inducing courses in their academic curriculums. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. This paper proposes a canonical model by treating academic procrastination (AP), learning strategies (LS) as predictor variables and statistics anxiety (SA) as explained variables.
A questionnaire survey was used for data collection and 246-college female student participated in this study. To examine the mutually independent relations between procrastination, learning strategies and statistics anxiety variables, a canonical correlation analysis was computed.
Findings show that two canonical functions were statistically significant. The set of variables (metacognitive self-regulation, source management, preparing homework, preparing for test and preparing term papers) helped predict changes of statistics anxiety with respect to fearful behavior, Attitude towards math and class, Performance, but not Anxiety.
These findings could be used in educational and psychological interventions in the context of statistics anxiety reduction.
约66 - 80%的研究生经历过统计学焦虑，一些研究人员提出，许多学生将统计学课程视为其学术课程中最易引发焦虑的课程。因此，统计学焦虑很可能在一定程度上导致许多学生尽可能长时间推迟修读这些课程。本文提出一个典型模型，将学业拖延（AP）、学习策略（LS）作为预测变量，将统计学焦虑（SA）作为被解释变量。
采用问卷调查收集数据，246名高校女学生参与了本研究。为检验拖延、学习策略和统计学焦虑变量之间相互独立的关系，进行了典型相关分析。
结果表明两个典型函数具有统计学意义。变量集（元认知自我调节、资源管理、准备作业、备考和准备学期论文）有助于预测统计学焦虑在恐惧行为、对数学和课程的态度、成绩方面的变化，但不能预测焦虑。
这些研究结果可用于统计学焦虑缓解背景下的教育和心理干预。
