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• W199455328 abstract "Statistical literacy is a comparatively new concept in mathematics and while there is some consensus about how it is defined, there has been limited research on how the concept is measured within a school context. This paper, reports on the development and validation of an instrument to measure middle school students’ self-efficacy for statistical literacy. The items were developed from the relevant research literature and then tested on a sample of 366 students. A Rasch measurement methodology was used to create the measure and to provide evidence for its construct validity. The evidence reported in this paper indicates that the proposed instrument has suitable reliability and validity properties. The ability to interpret and critically evaluate messages that contain statistical elements, termed statistical literacy (Gal, 2003), is paramount in our information rich society. The foundation knowledge and skills of this literacy are embedded in the chance and data strand of current Australian mathematics curriculum. The importance of this literacy is reflected in the fact that chance and data is one of only three content strands in the proposed national mathematics curriculum (National Curriculum Board, 2008). While researchers have investigated student cognitive development in statistical literacy (Callingham & Watson, 2005; Watson, 2006), few have explicitly investigated the associated affective development and its dimensions. Yet affect plays an important part in students’ learning, with Panksepp (2003) arguing that many higher order cognitive abilities co-evolve with corresponding affective processes. Further, the indications are that early adolescence appears to be a critical stage in the affective development of students (Watt, 2008), with the correlation between students’ attitudes towards mathematics and their achievement in mathematics, strongest for students in this developmental period (Ma & Kishor, 1997). This paper reports one aspect of a larger study that seeks to investigate the development of middle school students’ interest in statistical literacy. As is detailed in Carmichael and Hay (2008), such interest is regarded as an affect. The suggestion is that students’ beliefs regarding their competency in secondary mathematics mediate the relationship between their interest, knowledge and achievement (Trautwein, Ludtke, Koller, Marsh, & Baumert, 2006). Students are motivated to engage in tasks that they find interesting. This may not occur, however, if the student believes success is unlikely. Studies that have investigated this relationship typically examine students’ academic self-concept, which is often assessed using broad items, such as “mathematics is my best subject”. Ma and Kishor (1997) argued that such broad items provide only crude approximations and recommended items should instead target the specific topics and activities that comprise mathematics learning. In addition to this, academic self-concept is a past orientated construct (Bong & Skaalvik, 2003) with students reflecting on their past experiences rather than considering future achievement. In this study, students’ beliefs regarding their competency are assessed through a construct termed self-efficacy, which is defined as “beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p.3). This construct is future orientated (Bong & Skaalvik, 2003) and is typically assessed through items that ask students to indicate their level of confidence in achieving specific rather than" @default.
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• W199455328 date "2009-01-01" @default.
• W199455328 modified "2023-09-27" @default.
• W199455328 title "The Development and Validation of the Students' Self-efficacy for Statistical Literacy Scale" @default.
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