Individual differences in statistics anxiety among college students

Abstract

The present study investigated differences in statistics anxiety levels based on students' gender and age. Using the statistics anxiety scores of 246 college students, a 2×3 between-subjects factorial multivariate analysis of covariance was performed on the six dependent variables (worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of statistics teachers) that were hypothesized to be six dimensions of statistics anxiety. Independent variables were gender and age. Previous mathematics experience (PME) was entered as a covariate. The results showed that PME was significant and accounted for 17% of the variance in the combined dependent variables. There was no significant interaction effect and no significant main effect for gender. After adjusting for the effects of the covariate, a significant main effect for age was found. Older students showed significantly higher statistics test and class anxiety than younger students, even though older students showed the most positive attitudes toward the usefulness of statistics.