Nueva evidencia sobre la Statistical Anxiety Scale (SAS)

• Autores: Amparo Oliver Germes, Patricia Sancho Requena, Laura Galiana Llinares, M. Àngels Cebrià Iranzo
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 30, Nº. 1, 2014, págs. 150-156
• Idioma: español
• DOI: 10.6018/analesps.30.1.151341
• Enlaces
  • Texto completo
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    Las asignaturas relacionadas con la estadística suelen tener pro-blemas de rendimiento académico. La ansiedad se relaciona de forma nega-tiva con el rendimiento y en particular, la ansiedad estadística puede ser un constructo clave en la mejora de la enseñanza de esta materia y afines. La Statistical Anxiety Scale (Vigil-Colet, Lorenzo-Seva y Condon, 2008) se creó con la pretensión de ser útil para predecir el rendimiento académico en es-tadística. Se fundamenta en tres dimensiones de ansiedad referidas a tres aspectos específicos: respecto al examen, cuando se pide ayuda en la com-prensión de estadística y en el proceso de interpretación de resultados. Esta estructura de tres factores fue hallada en un primer momento por los auto-res de la escala y en una primera validación corroborada en estudiantes ita-lianos y españoles. El presente estudio pretende añadir nueva evidencia so-bre la fiabilidad y validez de la escala, empleando en el estudio de fiabilidad técnicas estadísticas robustas, y ampliando el estudio de la validez respecto a su principal criterio, el rendimiento académico, ya que no puede ser con-siderado sinónimo de autoeficacia

  • English

    As anxiety is negatively related to academic performance, and it is broadly known the existence of both anxiety towards statistics and nega-tive statistics results, statistical anxiety may play a role of mediating negative outcomes in this subject. In this context, the Statistical Anxiety Scale (Vigil-Colet, Lorenzo-Seva, & Condon, 2008) aims to be a useful tool in the comparison of the predictive power of specific and general measures of statistics performance. In order to achieve this goal, the scale is based on three dimensions of anxiety, referred to three specific issues: regarding the exam, when asking for help or advice in statistics understanding and during the process of results interpretation. This three-factor structure was found in the scale first validation, in a sample composed by Italian and Spanish students. The aim of the current study is to add new evidence on the relia-bility and validity of the scale, using robust statistical techniques for the re-liability study, and extending the validity of the study regarding its main cri-teria: academic performance, as it shouldn�t be considered as synonymous of self-efficacy

• Referencias bibliográficas
  • Altemus, M. y Epstein, L. (2008). Sex differences in anxiety disorders. En J. B. Becker, K. J. Berkley, N. Geary, E. Hampson, J. P. Herman...
  • Arenas, M. C. y Puigcerver, A. (2009). Diferencias entre hombres y mujeres en los trastornos de ansiedad: una aproximación psicobiológica....
  • Babakus, E., Ferguson, C. E. y Jöreskog, K. G. (1987). The sensitivity of confirmatory factor maximum likelihood factor analysis to violations...
  • Bandalos, D. L., Yates, K. y Thorndike-Christ, T. (1995). The effects of math-selfconcept, perceived self-efficacy, and attributions for success...
  • Bentler, P. M. (1990). Comparative fit indices in structural models. Psychologi-cal Bulletin, 107, 238-246.
  • Carmines, E. y McIver, J. (1981) Analyzing models with unobservable varia-bles. In G. W. Bohrnstedt y E. F. Borgotta (Eds.), Social measurement:...
  • Carrasco-Galán, I. y Espinar-Fellmann, I. (2008). Trastornos de ansiedad y género. Mente y Cerebro, 31, 12-21.
  • Cassady, J. C. (2004). The influence of cognitive test anxiety across the learning-testing cycle. Learning and Instruction, 14, 569-592.
  • Cassady, J. C. y Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270-295.
  • Commission of the European Communities (1993). Libro Blanco de crecimiento, competitividad y empleo. Luxembourg: Office for Official Publications...
  • Cruise, J. R., Cash, R. W. y Bolton, L. D. (1985), Development and Validation of an Instrument to Measure Statistical Anxiety. American Statistical...
  • Chiesi, F., Primi, C. y Carmona, J. (2011). Measuring Statistics Anxiety: Cross-Country Validity of the Statistical Anxiety Scale (SAS). Journal...
  • Chung-Herrera, B., Ehrhart, M., Ehrhart, K.H., Hattrup, K. y Solamon, J. (2010). Stereotype threat, state anxiety, and specific self-efficacy...
  • DiStefano, C. (2002). The impact of categorization with confirmatory factor analysis. Structural Equation Modeling: A Multidisciplinary Journal,...
  • Eaton, W., Kessler, R. C., Wittchen, H.U. y Magee, W.J. (1994). Panic and panic disorder in the United States. American Journal of Psychiatry,...
  • Finney, S. J. y DiStefano, C. (2006). Non-normal and categorical data in SEM. En G. R. Hancock y R.O. Mueller (Eds.), Structural Equation...
  • Forte, J. (1995). Teaching statistics without statistics. Journal of Social Work Education, 31, 204-308.
  • Green, S. B., Akey, T. M., Fleming, K. K., Hershberger, S. L. y Marquis, J. G. (1997). Effect of the number of scale points on chi-square...
  • Hauff, H. M. y Fogarty, G. J. (1996). Analysing problem solving behaviour of successful and unsuccessful statistics students. Instructional...
  • Hembree, R. (1990). The Nature, Effects, and Relief of Mathematics Anxie-ty. Journal Research in Mathematics Education, 21, 33-46
  • Ho, H., Senturk, D., Lam, A., Zimmer, J., Hong, S., Okamoto, Y., Chiu, S., Nakasawa Y. y Wang, C. (2000). The affective and cognitive dimensions...
  • Hu, L. y Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives....
  • Hutchinson, S. R. y Olmos, A. (1998). Behavior of descriptive fit indexes in confirmatory factor analysis using ordered categorical data....
  • Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guilford.
  • Lazarus, A. A. (1976). Multimodal Behavior Therapy, New York: Springer.
  • Murtonen, M. y Lehtinen, E. (2003), Difficulties experienced by education and sociology students in quantitative methods courses. Studies...
  • Neuderth, S., Jabs, B. y Schmidtke, A. (2009). Strategies for reducing test anxiety and optimizing exam preparation in German university students...
  • Onwuegbuzie, A. J. y Daley, C. E. (1998). The relationship between learning styles and statistics anxiety in a research methodology course....
  • Onwuegbuzie, A. J., DaRos, D. Ryan, J.(1997). The components of statistics anxiety: a phenomenological study. Focus on Learning Problems in...
  • Raykov, T. (1997). Estimation of Composite Reliability for Congeneric Measures. Applied Psychological Measurement, 21,173-184.
  • Rosário, P., Lourenço, A., Paiva, M.O., Núñez, J. C., González-Pienda, J. A. y Valle, A. (2012). Autoeficacia y utilidad percibida como condiciones...
  • Suinn, R. M. y Edwards, R. (1982). The measurement of mathematics anxie-ty.The Mathematics Anxiety Rating Scale for Adolescents-MARS-A. Journal...
  • Steiger, J. H., y Lind, C. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the...
  • Stuart, V. (2000). Math curse or math anxiety? Teaching children mathematics, 6, 330-35.
  • Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation models. En K. A. Bollen (Ed.), Testing structural equation models...
  • Ullman, J. B. (1996). Structural equation modeling. In B. Tabachnick y L. Fidell (Eds.), Using multivariate statistics (3a Ed.) (pp. 709-812)....
  • Vigil-Colet, A., Lorenzo-Seva, U. y Condon, L. (2008). Development and validation of the statistical anxiety scale. Psicothema, 20, 174-186.
  • Zeidner, M. (1991). Statistics and mathematics anxiety in social science stu-dents-some interesting parallels, British Journal of Educational...