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EncStat (Encouraged about Statistics) is a multimedia program being developed to identify and assist students with statistics anxiety or negative attitudes about statistics. This study explored the validity of the assessment instruments included in EncStat with respect to their diagnostic value for statistics anxiety and negative attitudes about statistics and conducted a pilot study of a weekly attitude change tracking instrument. Data from 69 graduate students supported the psychometric integrity of the Survey of Attitudes towards Statistics (SATS; Schau, Stevens, Dauphinee, and Del Vecchio, 1995) and the Statistical Anxiety Rating Scale (STARS; R. Cruise, R. Cash, and D. Bolton, 1985) and their revised, combined version. The Study Skills assessment and the Past Math History assessment developed for the EncStat program were also evaluated and supported. The Statistics Anxiety Weekly Affect Check, which evaluated 23 emotions in 7 areas related to statistics, was analyzed through 998 affect responses over a semester. Exploratory factor analysis identified the factor structure of the scale, and internal consistency estimates were acceptable. Findings also supported the mathematics diagnostic scale developed for use at the beginning of statistics courses. Findings suggest the statistics anxiety surveys targeted for EncStat will support reliable decisions in the program without undue burdens on students. The affect check is attached. (Contains 11 tables and 6 references.) (SLD)

The purpose of this study was to augment current knowledge regarding the antecedents of statistics anxiety and negative attitudes toward statistics among graduate students. The researchers also sought to investigate and identify promising methods for gathering and analyzing data in order to advance study in this emerging domain. Initially, 3 focus groups were planned for the 69 graduate students in 3 sections of an introductory statistics class, but many students were not able to participate in focus groups, and instead answered a questionnaire about statistics anxiety. Findings from the two focus groups and the student questionnaires were combined with student responses to two existing measures of statistics anxiety. Qualitative data affirmed the validity of much of the extant knowledge about statistics anxiety, but also disclosed new facets of knowledge, such as the importance of time management skills, and the identification of some previously undelineated factors. Among these is the fact that the availability of a dependable source with whom to compare answers reduces students anxiety and frustration. Embedded in these data are important hints for instructional design. The comparison of focus group and open-ended survey data suggests that focus groups provide a substantially richer substrate for the generation of fertile text. Written responses provided no themes that were not revealed in focus group transcripts. One appendix contains suggestions for conducting focus groups, and the other contains a reading list about mathematics and statistics anxiety. (Contains 7 figures, 7 tables, and 15 references.) (SLD)

The purpose of this study was to develop and gather initial validity evidence for a scale designed to assess teacher knowledge and practice regarding statistics anxiety and negative attitudes toward statistics. A secondary purpose was to assess the levels of encouragement, knowledge of statistics anxiety, and current teaching practices of respondents as baselines to evaluate the need for training in encouragement of students with statistics anxiety. The study was undertaken in the context of the development of EncStat, a multimedia program to address student statistics anxiety. Responses to a developed instrument were received from 42 statistics educators, who completed self-report surveys. Results suggest that the proposed instrument holds promise for providing valid measures of critical aspects related to teaching statistics, although substantial development work remains. Estimates of consistency for the Assessment, Scaffolding, and Supplementary Teaching Materials section were low, suggesting that special attention must be given to expanding items for these areas of teacher practice. (Contains 7 tables and 11 references.) (SLD)

A team of researchers at the University of South Florida is developing a multimedia program to identify and help students with statistics anxiety. This program, EncStat, includes tests that provide information about a student's level of anxiety and negative attitudes toward statistics, computer anxiety, and study skills, and it contains instruction on how statistics anxiety affects learning, with guidance on modifying counterproductive behaviors, thoughts, and feelings resulting from statistics anxiety. Research has suggested that the Survey of Attitudes Towards Statistics (SATS; Schau, Stevens, Dauphinee, and Del Vecchio, 1995) and the Statistical Anxiety Rating Scale (STARS; R. Cruise, R. Cash, and D. Bolton, 1985) would be useful in the computerized version of EncStat, but combining these scales would result in duplication. This pilot study assessed and compared results for both measures and their subscales as an initial effort toward eliminating duplicative items. Data came from 69 graduate students who took both measures, 1 focus group, and questionnaire responses of 30 of the students. In general, data support the psychometric integrity of both the STARS and SATS, both of which had excellent internal consistency reliability in total and subscale scores. Findings also suggest the instruments sample overlapping domains and point to some options that might be used in EncStat. Student response data show the need for a program like EncStat. (Contains 3 tables and 12 references.) (SLD)