Self-regulated learning strategies in relation with statistics anxiety

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dc.contributor.authorKesici, Sahin
dc.contributor.authorBaloglu, Mustafa
dc.contributor.authorDeniz, M. Engin
dc.date.accessioned2020-03-26T18:16:06Z
dc.date.available2020-03-26T18:16:06Z
dc.date.issued2011
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractDealing 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. (C) 2011 Elsevier Inc. All rights reserved.en_US
dc.identifier.doi10.1016/j.lindif.2011.02.006en_US
dc.identifier.endpage477en_US
dc.identifier.issn1041-6080en_US
dc.identifier.issue4en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage472en_US
dc.identifier.urihttps://dx.doi.org/10.1016/j.lindif.2011.02.006
dc.identifier.urihttps://hdl.handle.net/20.500.12395/26809
dc.identifier.volume21en_US
dc.identifier.wosWOS:000293481900020en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherELSEVIER SCIENCE BVen_US
dc.relation.ispartofLEARNING AND INDIVIDUAL DIFFERENCESen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectStatistical anxietyen_US
dc.subjectStatistics learningen_US
dc.subjectLearning strategiesen_US
dc.subjectMetacognitionen_US
dc.titleSelf-regulated learning strategies in relation with statistics anxietyen_US
dc.typeArticleen_US

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