Structural Equation Modeling of the Causal Relationship Between Statistics Anxiety Components and Students' Statistics Course Learning with the Mediating Role of Learning Enjoyment
Subject Areas : Educational Psychology
1 - Assistant Professor, Department of Management, Faculty of Economics and Management, Tabriz University, Tabriz, Iran.
2 - Department of Statistics, Ta.C., Islamic Azad University, Tabriz, Iran.
Keywords: Statistics anxiety, Pleasure of learning, Learning,
Abstract :
The purpose of the present study was to investigate the causal relationship between the components of statistics anxiety and the learning of statistics course with the mediating role of learning enjoyment. This research was descriptive-correlation type and its statistical population was the undergraduate students of psychology and counseling at Islamic Azad University, Tabriz branch, who chose the inferential statistics course in the first semester of the 1402-1403 academic year. Through random cluster sampling, 150 students were selected as a sample. The data related to the variables of statistics anxiety and learning enjoyment were obtained using the localized questionnaires of Rekabdar and Soleimani's statistics anxiety and Sattari et al.'s enjoyment of learning. Also, the variable data of the learning rate of inferential statistics course was collected through the end-of-semester test. To test the hypotheses of the research, structural equation modeling with partial least squares was used with the help of Smart PLS3 software. The results of the research showed that the causal relationship between the variables anxiety of statistics tools, anxiety of statistics exam, anxiety of statistics professor and anxiety of statistics application with the learning of statistics course through the mediating variable of learning enjoyment is significant at the maximum level of 0.05 (P<0.05) However, the causal relationship between the anxiety variable of statistics analysis and interpretation with the learning of statistics course through the mediating variable of learning pleasure is not statistically significant (P>0.05). Based on these results, establishing a strong relationship and communication between professors and students significantly lowers students' anxiety and has a positive effect on their test scores
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