Statistična anksioznost pri študentih in povezani dejavniki
Povzetek
V raziskavi smo preučevali odnos med statistično anksioznostjo (SA), anksioznostjo kot potezo, stališči do matematike in statistike ter štu-dijsko uspešnostjo pri študentih, ki so imeli v svojem študijskem pro-gramu vsaj en statistični predmet. 512 študentov Univerze v Ljubljani je izpolnjevalo vprašalnik za merjenje statistične anksioznosti (STARS) in lestvico anksioznosti (STAI-X2) ter odgovarjalo na vprašanja o do-življanju matematike in statistike. Rezultati so pokazali, da je bilo pet dimenzij statistične anksioznosti izraženih pod povprečjem, dimenzija testna anksioznost in anksioznost v razredu pa je bila povprečno izra-žena. Študentke so poročale o več statistične anksioznosti kot študenti. O najvišji statistični anksioznosti so poročali študenti, ki so doživljali matematiko in statistiko kot grožnjo. Dimenzije STARS so bile pozitiv-no povezane z anksioznostjo kot potezo pri študentih. Študenti, ki so bili manj navdušeni nad matematiko v srednji šoli, so poročali o nižji vrednosti statistike in imeli nižjo samopodobo na področju računskih sposobnosti. Študenti z višjo zaključno oceno pri matematiki v srednji šoli in višjo povprečno študijsko oceno so imeli višjo samopodobo na področju računskih sposobnosti. V raziskavi smo prevedli vprašalnik STARS in potrdili 6-faktorsko strukturo vprašalnika. Rezultati pred-stavljajo izhodišče za nadaljnje raziskovanje statistične anksioznosti in nadaljnje validacije vprašalnika. Učiteljem statistike lahko pomagajo pri boljšem razumevanju strahov in skrbi študentov, njihovih stališč do sta-tistike ter dejavnikov, ki vplivajo na doživljanje statistične anksioznosti in delo pri predmetu.
Prenosi
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