教育與諮商相關系所大學生統計壓力的因應策略與統計焦慮關係之研究

郭國禎; 駱芳美

doi:10.6472/JFEC.201012.0061

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P61 - 106

Social Sciences > Education

DOI： 10.6472/JFEC

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教育與諮商相關系所大學生統計壓力的因應策略與統計焦慮關係之研究

A Study of Coping Strategies and Statistics Anxiety among Undergraduate and Graduate College Students in Education

郭國禎(Gwo-Jen Guo) ；駱芳美(Fang-Mei Law)

家庭教育與諮商學刊； 9期 (2010 / 12 / 01) ， P61 - 106

繁體中文 DOI： 10.6472/JFEC.201012.0061

大學生；統計焦慮；壓力因應策略； College Student ； Statistical Anxiety ； Coping with stress

Abstract │ Reference (97) │ Times Cited (3) │ Altmetrics

Abstract 〈TOP〉

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The purpose of this study was to explore ways students with education majors cope with stress when learning statistics and experiencing statistics anxiety. The participants were 399 students who voluntarily participated in the study from colleges of education at universities in central Taiwan. Regarding gender differences in ways of coping with stress, this study found that males used more facing and planful problem-solving than females. Regarding gender differences in levels of statistics anxiety, this study found that females reported higher levels of anxiety, both psychologically and physically, than males when learning statistics and taking statistics tests. Moreover, females reported lower levels of self-confidence when learning statistics. When testing the correction between coping strategies and statistics anxiety, the results have shown a significant correlation between ”using ignoring coping strategies” and ”high testing anxiety and low self-confidence in learning statistics.” That is, when students made less effort to face problems and make plans to deal with statistics anxiety, they tended to have higher levels of psychological testing anxiety and lower levels of self-confidence when learning statistics. The results also show that a significant correlation exists between ”using contradictory coping strategies” and ”experiencing high confidence and high anxiety”. That is, when students made a greater effort to face problems and made plans to handle negative attitudes in statistics anxiety, they tended to have higher levels of self-confidence, but also higher levels of psychological testing anxiety. Finally, the results of this study revealed a significant correlation between ”using positive ways of coping” and ”less anxiety in learning statistics.” That is, when students made greater efforts to avoid using hostile and negative ways of coping with stress in learning statistics, they tended to have lower levels of anxiety in learning statistics. Based on the findings from this study, the researchers make several suggestions for statistics instruction and further research.

Reference ( 97 ) 〈TOP〉

郭國禎、駱芳美(2007)。輔導諮商系所學生統計焦慮相關變項之研究—性別、年級、數學興趣、統計成績、統計自信心與統計焦慮的關係。國立彰化師範大學輔導與諮商學報，29(1)，45-66。
連結：
Cruise, R. J., & Wilkins, E. M. （1980）. STARS: Statistical Anxiety Rating Scale. Unpublished manuscript, Andrews University, Berrien Springs, MI..
Alexander, E. S.,Onwuegbuzie, A. J.(2007).Academic procrastination and the role of hope as a coping strategy.Personality and Individual Differences,42,1301-1310.
Auerbach, S. M.,Gramling, S. E.(1998).Stress management psychological foundations.Englewood Cliffs, NJ:Prentice Hall.
Aysan, F.,Thompson, D.,Hamarat, E.(2001).Test anxiety, coping strategies, and perceived health in a group of high school students: A Turkish sample.Journal of Genetic Psychology,162,402-411.

Times Cited ( 3 ) 〈TOP〉

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