Mean differences and individual changes in nursing students' attitudes toward statistics: The role of math background and personality traits

Abstract

Nursing students have compulsory statistics courses in their degree program, but they usually have negative attitudes toward statistics that may hinder their learning. The present study aims: (i) to investigate nurse students’ attitudes toward statistics and the relationships with mathematical background and personality traits; (ii) to stress individual changes in attitude that occur during the course; and (iii) to explore if mathematical background and personality traits influence these changes. We adopted a one-group pre-post survey study. Fifty nursing students were enrolled in an introductory statistics course at the Sapienza University of Rome in Italy during the 2018–2019 academic year. Participants were surveyed at the beginning and end of the course administering a multidimensional measure of attitude toward statistics. Multiple regression analyses were run to establish the relative impact of mathematical background and Big Five personality factors on attitude components, as well as the changes in these attitude components. Results confirmed the predictive role of mathematic competence on some attitude dimensions and showed that also personality traits influenced attitudes toward statistics. However, the observed changes in attitudes during the course were minimally influenced by these factors. Findings suggest that course pedagogy can enhance students’ attitudes regardless their mathematical background and personality.