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- W2080027447 abstract "Despite frequent instructional reforms, statistics remains the most difficult and stressful course domain for many university social science students. It is assumed by some researchers that students' self-efficacy beliefs and their feelings about teacher support affect students' achievement and exam results. In this study, we tested empirically whether this assumption is supported. The participants were undergraduate students in a descriptive (n = 96) and an inferential statistics course (n = 63). We hypothesized that after controlling for prior knowledge, self-efficacy and perceived teacher support would have both direct and indirect positive effects on statistical reasoning abilities. Path analyses of both samples largely confirmed that self-efficacy beliefs are related not only to the acquisition of statistical reasoning abilities but also to perceptions of teacher support. In turn, teacher support indirectly nurtures statistical reasoning abilities. Identifying and remedying initial sense of self-beliefs can have great impact on success in statistics learning." @default.
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- W2080027447 date "2010-12-01" @default.
- W2080027447 modified "2023-09-27" @default.
- W2080027447 title "The roles of self-efficacy and perceived teacher support in the acquisition of statistical reasoning abilities: a path analysis" @default.
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- W2080027447 doi "https://doi.org/10.1080/13803611.2011.554742" @default.
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