Institute of Psychology, University of Innsbruck, Innsbruck, Austria.
Institute of Psychology, University of Graz, Graz, Austria.
Ann N Y Acad Sci. 2022 Aug;1514(1):187-197. doi: 10.1111/nyas.14797. Epub 2022 May 26.
Statistical knowledge is a key competency for psychologists in order to correctly interpret assessment outcomes. Importantly, when learning statistics (and its mathematical foundations), self-efficacy (defined as an individual's belief to successfully accomplish specific performance attainments) is a central predictor of students' motivation to learn, learning engagement, and actual achievement. Therefore, it is crucial to gain a better understanding of students' self-efficacy for statistics and its interrelations with statistics anxiety and students' belief in the relevance of statistics. Here, we present results showing development and validation of a self-assessment questionnaire for examining self-efficacy for statistics in psychology students (Self-Efficacy for Learning Statistics for Psychologists, SES-Psy). Upon using different methodological approaches, we demonstrate that the SES-Psy questionnaire has (1) sound psychometric properties, and within our sample of university students, (2) a robust latent structure disclosing three clearly distinctive profiles that are characterized by a complex and nonlinear interplay between perceived self-efficacy (for basic and advanced statistics), statistics anxiety, and students' belief in the relevance of statistics. Implications for educational settings and future research are discussed.
统计学知识是心理学家的一项关键能力，以便正确解释评估结果。重要的是，在学习统计学（及其数学基础）时，自我效能感（定义为个体成功完成特定绩效的信念）是学生学习动机、学习投入和实际成就的核心预测因素。因此，深入了解学生对统计学的自我效能感及其与统计学焦虑以及学生对统计学相关性的信念之间的关系至关重要。在这里，我们展示了发展和验证心理学专业学生统计学自我效能感自我评估问卷（心理学家学习统计学自我效能感，SES-Psy）的结果。在使用不同的方法学方法的基础上，我们证明了 SES-Psy 问卷具有（1）良好的心理测量学特性，并且在我们的大学生样本中，（2）具有稳健的潜在结构，揭示了三个明显不同的特征，其特点是感知到的自我效能感（基本和高级统计学）、统计学焦虑和学生对统计学相关性的信念之间复杂且非线性的相互作用。讨论了对教育环境和未来研究的影响。
