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The structural components of statist...

Chi, Jerry Liang-Yueh.

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The structural components of statistics test anxiety.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The structural components of statistics test anxiety./
Author:	Chi, Jerry Liang-Yueh.
Description:	165 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-12, Section: A, page: 4385.
Contained By:	Dissertation Abstracts International59-12A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9914566
ISBN:	9780599131934

The structural components of statistics test anxiety.
Chi, Jerry Liang-Yueh.

The structural components of statistics test anxiety. - 165 p.

Source: Dissertation Abstracts International, Volume: 59-12, Section: A, page: 4385.

Thesis (Ph.D.)--Illinois State University, 1998.

The purpose of this study was to confirm an hypothesized structural model believed to explain the test anxiety experienced when taking examinations in statistics courses. Does an hypothesized model of structural relationships among different kinds of anxiety adequately explain the degree of test-taking anxiety reported by students taking statistics courses? Structural equation modeling was the major method used for this research design. A whole model with endogenous and exogenous concepts was used in this study. Statistics test anxiety was the only endogenous concept. There were six exogenous concepts: test anxiety in general, mathematics self-concept, computer anxiety, general anxiety, statistics course anxiety, and prior achievement.

ISBN: 9780599131934Subjects--Topical Terms:

1017588
Education, Mathematics.

The structural components of statistics test anxiety.
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020 $a 9780599131934
035 $a (UMI)AAI9914566
035 $a AAI9914566
040 $a UMI $c UMI
100 1 $a Chi, Jerry Liang-Yueh. $3 1683708
245 1 4 $a The structural components of statistics test anxiety.
300 $a 165 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-12, Section: A, page: 4385.
500 $a Co-Chairs: Jeffrey B. Hecht; Paul Baker.
502 $a Thesis (Ph.D.)--Illinois State University, 1998.
520 $a The purpose of this study was to confirm an hypothesized structural model believed to explain the test anxiety experienced when taking examinations in statistics courses. Does an hypothesized model of structural relationships among different kinds of anxiety adequately explain the degree of test-taking anxiety reported by students taking statistics courses? Structural equation modeling was the major method used for this research design. A whole model with endogenous and exogenous concepts was used in this study. Statistics test anxiety was the only endogenous concept. There were six exogenous concepts: test anxiety in general, mathematics self-concept, computer anxiety, general anxiety, statistics course anxiety, and prior achievement.
520 $a Several conclusions were drawn by empirical data support. Statistics test anxiety was an empirically confirmed latent concept composed of Worry and Emotionality. Computer anxiety was an empirically confirmed latent concept. Mathematics anxiety was an empirically confirmed latent concept. Test anxiety was an empirically confirmed latent concept also composed of Worry and Emotionality. Statistics course anxiety was an empirically confirmed latent concept. General anxiety was an empirically confirmed latent concept composed of two components: Diffidence and Overworry. The original hypothesized full model of statistics test anxiety was not supported in the data. Statistics test anxiety was not the result of cumulative and building anxieties in combination. An alternative hypothesized model of statistics test anxiety was also not supported in the data. Statistics test anxiety was not the result of independent anxieties. Although efforts were made to empirically explore two structural equation models of statistics test anxiety, neither model was supported in the sampled data. It appears that Statistics Test Anxiety was an independent anxiety, without strong connections to other related anxieties, either individually or in combination. Therefore, statistics test anxiety appears to be best defined and understood from its own two subscales, Worry and Emotionality.
590 $a School code: 0092.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Educational Psychology. $3 1017560
690 $a 0280
690 $a 0514
690 $a 0525
710 2 $a Illinois State University. $3 1019455
773 0 $t Dissertation Abstracts International $g 59-12A.
790 1 0 $a Hecht, Jeffrey B., $e advisor
790 1 0 $a Baker, Paul, $e advisor
790 $a 0092
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9914566