The importance of attitudes in statistics education
Yazarlar (3)
Caroline Ramirez University Of The Pacific, California, Amerika Birleşik Devletleri
Candace Schau The University Of New Mexico, Amerika Birleşik Devletleri
Prof. Dr. Esma EMMİOĞLU SARIKAYA Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (Diğer hakemli uluslarası dergilerde yayınlanan tam makale) | ||
| Dergi Adı | Statistics Education Research Journal | ||
| Dergi ISSN | 1570-1824 Scopus Dergi | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 11-2012 |
| Cilt / Sayı / Sayfa | 11 / 2 / 57–71 | DOI | – |
| Makale Linki | http://www.stat.auckland.ac.nz/~iase/serj/SERJ11(2)_Ramirez.pdf | ||
| Özet |
| People forget what they do not use. But attitudes “stick.” Our article emphasizes the importance of students’ attitudes toward statistics. We examine 15 surveys that purport to assess these attitudes and then describe the Survey of Attitudes Toward Statistics, a commonly used attitude survey. We present our conceptual model of Students’ Attitudes Toward Statistics (SATS-M), which is congruent with Eccles and colleagues’ Expectancy-Value Theory (Eccles’ EVT), as well as others. The SATS-M includes three broad constructs that impact Statistics Course Outcomes: Student Characteristics, Previous Achievement-Related Experiences, and Statistics Attitudes. We briefly describe Eccles’ EVT and other theories that support our SATS-M. We relate findings from research using the SATS to our model and end with implications for statistics education. |
| Anahtar Kelimeler |
| Expectancy-value theory | SATS-36 | Statistics education research | Students' attitudes toward statistics |
