Abstract

 
 
 The present study focuses on motivational constructs and their effect on students’ academic achievement within an existing statistics course. First-year Health Sciences students completed a questionnaire that measures several motivational constructs: dimensions of causal attributions, outcome expectancy, affect, and study behaviour, all with respect to statistics. The results showed that when the cause of negative events was perceived as uncontrollable, outcome expectancy was negative. When the cause of negative events was perceived as stable, affect toward statistics was negative. Furthermore, negative affect toward statistics and limited study behaviour led to unsatisfactory achievements. Path analysis (Lisrel) largely confirmed the causal relations in a model that was based on attributional and learned helplessness theories. The consequences of these findings for statistics education are discussed.
 First published May 2007 at Statistics Education Research Journal Archives
 
 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
