Research Article
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Year 2019, Volume: 10 Issue: 4, 435 - 450, 13.12.2019
https://doi.org/10.21031/epod.550765

Abstract

References

  • Aksu, G., Eser, M. T., & Güzeller, C. (2017). Açımlayıcı ve doğrulayıcı faktör analizi ile yapısal eşitlik modeli uygulamaları. Ankara: Detay.
  • Baloğlu, M. (2002). Psychometric properties of the statistics anxiety rating scale. Psychological Reports, 90(1), 315-325. Retrieved from https://www.researchgate.net/publication/11464881_Psychometric_properties_of_the_statistics_anxiety_rating_scale
  • Baloğlu, M. (2003). Individual differences in statistics anxiety among college students. Personality and Individual Differences, 34(5), 855–865. https://doi.org/10.1016/S0191-8869(02)00076-4
  • Baloğlu, M., Koçak, R., & Zelhart, P. F. (2007). İstatistik kaygısı ve istatistiğe yönelik tutumlar arasındaki ilişki. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 40(2), 23-39. Retrieved from http://dergipark.gov.tr/download/article-file/509051
  • Baloğlu, M., & Zelhart, P. F. (2004). Üniversite öğrencileri arasında yüksek ve düşük istatistik kaygısının ayrıştırıcıları. Eğitim ve Bilim, 29(133), 47-51. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/download/5093/1176
  • Bayram, N. (2010). Yapısal eşitlik modellemesine giriş AMOS uygulamaları. Bursa: Ezgi.
  • Benson, J. (1989). Structural components of statistical test anxiety in adults: an exploratory model. The Journal of Experimental Education, 57(3), 247-261. https://doi.org/10.1080/00220973.1989.10806509
  • Beurze, S. M., Donders, A. R. T., Zielhuis, G. A., Vegt, F., & Verbeek, A. L. M. (2013). Statistics Anxiety: A Barrier for Education in Research Methodology for Medical Students? The Journal of the International Association of Medical Science Educators, 23(3), 377-384. https://doi.org/10.1007/BF03341649
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Chew, P. K. H., Dillon, D. B., & Swinbourne, A. L. (2018) An examination of the internal consistency and structure of the Statistical Anxiety Rating Scale (STARS). PLoS ONE, 13(3), https://doi.org/10.1371/journal.pone.0194195
  • Chiesi, F., Primi, C., & Carmona, J. (2011). Measuring Statistics Anxiety: Cross-Country Validity of the Statistical Anxiety Scale (SAS). Journal of Psychoeducational Assessment, 29(6), 559-569. https://doi.org/10.1177/0734282911404985
  • Collins, K. M. T., & Onwuegbuzie, A. T. (2007). I cannot read my statistics textbook: The relationship between reading ability andstatistics anxiety. The Journal of Negro Education, 76(2), 118-129. Retrieved from http://www.jstor.org/stable/40034551
  • Cruise, R. J., Cash, R. W., & Bolton, D. L. (1985, August). Development and validation of an instrument to measure statistical anxiety. Paper presented at the proceedings of the American Statistical Association, Las Vegas, Nevada. Retrieved from http://bfc.sfsu.edu/cgi-bin/rume.pl?Development_And_Validation_Of_An_Instrument_To_Measure_Statistical_Anxiety
  • Day, J., & Bonn, D. (2011). Development of the concise data processing assessment. Physical Review Special Topics – Physics Education Research, 7(1), 1–14. https://doi.org/10.1103/PhysRevSTPER.7.010114
  • Erkuş, A. (2011). Davranış bilimleri için bilimsel araştırma süreci. Ankara: Seçkin.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme-I. Ankara: Pegem Akademi.
  • Field, A. (2009). Discovering statics using SPSS. London: SAGE.
  • Faber, G., Drexler, H., Stappert, A., & Eichhorn, J. (2018). Education science students’ statistics anxiety: Developing and analyzing a scale for measuring their worry, avoidance, and emotionality cognitions. International Journal of Educational Psychology, 7(3), 248-285. https://doi.org/10.17583/ijep.2018.2872
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299. https://doi.org/10.1037/1082-989X.4.3.272
  • Fitzgerald, S. M., Jurs, S. J., & Hudson, L. M. (1996). A model predicting statistics achievement among graduate students. College Student Journal, 30(3), 361-366. Retrieved from https://psycnet.apa.org/record/1997-07633-006
  • Gürbüz, S., & Şahin, F. (2017). Sosyal bilimlerde araştırma yöntemleri: Felsefe – yöntem – analiz. Ankara: Seçkin.
  • Hancock, G. R., & Mueller, R. O. (2013). Structural equation modeling: A second course. Charlotte, NC: Information Age.
  • Hankins, M. (2008). How discriminating are discriminative instruments? Health and Quality of Life Outcomes, 6(36). https://doi.org/10.1186/1477-7525-6-36
  • Hanna, D., Shevlin, M., & Dempster, M. (2008). The structure of the Statistics Anxiety Rating Scale: A confirmatory factor analysis using UK psychology students. Personality and Individual Differences, 45(1), 65-74. https://doi.org/10.1016/j.paid.2008.02.021
  • Horn, J. L. (1965). A rationale for the number of factors in factor analysis. Psychometrica, 30(2), 179– 85. https://doi.org/10.1007/BF02289447
  • Hoyle, R. H. (2012). Handbook of structural equation modeling. New York: Guilford.
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  • Kline, R. B. (2016). Principles and practice of structural equation modeling. New York: Guilford.
  • Köklü, N. (1994). Bir istatistik tutum ölçeğinin geçerlik ve güvenirliği. Eğitim ve Bilim, 18(93), 42-47. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/download/5906/2041
  • Köklü, N. (1996). İstatistik kaygı ölçeği: Psikometrik veriler. Eğitim ve Bilim, 20(102), 45-49.
  • Lalonde, R. N., & Gardner, R. C. (1993). Statistics as a second language? A model for predicting performance in psychology students. Canadian Journal of Behavioural Science, 25(1), 108-125. http://dx.doi.org/10.1037/h0078792
  • Liu, S., Onwuegbuzie, A. J., & Meng, L. (2011). Examination of the score reliability and validity of the statistics anxiety rating scale in a Chinese population: Comparisons of statistics anxiety between Chinese college students and their Western counterparts. Journal of Educational Enquiry, 11(1), 29-42. Retrieved from https://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/662/585
  • Maat, S. M., & Rosli, M. K. (2016). The Rasch Model Analysis for Statistical Anxiety Rating Scale (STARS). Creative Education, 7, 2820-2828. http://dx.doi.org/10.4236/ce.2016.718261
  • Macfarlane, I., Meach, P. M., & Leroy, B. S. (2014). Genetic counseling research: A practical guide. New York, NY: Oxford University.
  • Meyers, L. S, Gamst, G., & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. London: SAGE.
  • Nesbit, R. J., & Bourne, V. J. (2018). Statistics Anxiety Rating Scale (STARS) use in psychology students: A review and analysis with an undergraduate sample. Psychology Teaching Review, 24(2), 101-110. Retrieved from https://psycnet.apa.org/record/2018-57771-011
  • O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32(3), 396-402. https://doi.org/10.3758/BF03200807
  • Onwuegbuzie, A. J. (1997a) Writing a research proposal: the role of library anxiety, statistics anxiety, and composition anxiety, Library & Information Science Research, 19(1), 5–33. https://doi.org/10.1016/S0740-8188(97)90003-7
  • Onwuegbuzie, A .J. (2004) Academic procrastination and statistics anxiety, Assessment & Evaluation in Higher Education, 29(1), 3-19. https://doi.org/10.1080/0260293042000160384
  • Onwuegbuzie, A. J., Daros, D., & Ryan, J. (1997). The components of statistics anxiety: A phenomenological study. Focus on Learning Problems in Mathematics, 19(4), 11–35.
  • Onwuegbuzie, A. J., & Seaman, M. A. (1995). The effect of time constraints and statistics test anxiety on test performance in a statistics course. The Journal of Experimental Education, 63(2), 115-124. http://dx.doi.org/10.1080/00220973.1995.9943816
  • Onwuegbuzie, A. J., Slate, J. R., Paterson, F. R. A., Watson, M. H., & Schwartz, R. A. (2000). Factors associated with achievement in educational research courses. Research in the Schools, 7(1), 53-65. Retrieved from https://eric.ed.gov/?id=EJ644255
  • Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics anxiety: Nature, etiology, antecedents, effects, and treatments--a comprehensive review of the literature. Teaching in Higher Education, 8(2), 195-209. https://doi.org/10.1080/1356251032000052447
  • Onwuegbuzie, A. J. (2004) Academic procrastination and statistics anxiety, Assessment & Evaluation in Higher Education, 29(1), 3-19. https://doi.org/10.1080/0260293042000160384
  • Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for windows. Australia: Australian Copyright.
  • Pan, W., & Tang, M. (2005). Students' perceptions on factors of statistics anxiety and instructional strategies. Journal of Instructional Psychology, 32(3), 205-214. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=203918c5-c9d0-48b6-93dc-ed542a553c9f%40sessionmgr4006
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The Turkish Adaptation of the Statistics Anxiety Scale for Graduate Students

Year 2019, Volume: 10 Issue: 4, 435 - 450, 13.12.2019
https://doi.org/10.21031/epod.550765

Abstract

In this study, it was aimed to adapt the Statistical Anxiety Scale (SAS) developed for graduate students by Faber, Drexler, Stappert and Eichhorn to Turkish. The research was carried out on 375 students attending graduate education in any field in Turkey. In the study, construct validity of the SAS was investigated via exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Parallel analysis method was also used in making decision about factor number of the scale. In the EFA and parallel analysis, a unidimensional structure was obtained in line with the results acquired in the factor analysis of the original form of the SAS. However; since the original form of the SAS was designed by foreseeing a three-dimensional structure of worry, avoidance and emotionality, both unidimensional and three-dimensional structures were tested in CFA. The fit indices reported in CFA were found to be within acceptable limits for both models. In the reliability analysis, Cronbach Alpha internal consistency coefficient was calculated as .91 for the whole scale, and it was found to be .91, .83, and .91 for worry, avoidance and emotionality dimensions, respectively. It was determined that item correlations exceed the lower limit of .30 for all items in the scale. Ferguson Delta statistic, which provide evidence for the discriminatory power of the entire scale, was determined as .98. These results suggest that the Turkish form of the SAS yields valid and reliable measures.

References

  • Aksu, G., Eser, M. T., & Güzeller, C. (2017). Açımlayıcı ve doğrulayıcı faktör analizi ile yapısal eşitlik modeli uygulamaları. Ankara: Detay.
  • Baloğlu, M. (2002). Psychometric properties of the statistics anxiety rating scale. Psychological Reports, 90(1), 315-325. Retrieved from https://www.researchgate.net/publication/11464881_Psychometric_properties_of_the_statistics_anxiety_rating_scale
  • Baloğlu, M. (2003). Individual differences in statistics anxiety among college students. Personality and Individual Differences, 34(5), 855–865. https://doi.org/10.1016/S0191-8869(02)00076-4
  • Baloğlu, M., Koçak, R., & Zelhart, P. F. (2007). İstatistik kaygısı ve istatistiğe yönelik tutumlar arasındaki ilişki. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 40(2), 23-39. Retrieved from http://dergipark.gov.tr/download/article-file/509051
  • Baloğlu, M., & Zelhart, P. F. (2004). Üniversite öğrencileri arasında yüksek ve düşük istatistik kaygısının ayrıştırıcıları. Eğitim ve Bilim, 29(133), 47-51. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/download/5093/1176
  • Bayram, N. (2010). Yapısal eşitlik modellemesine giriş AMOS uygulamaları. Bursa: Ezgi.
  • Benson, J. (1989). Structural components of statistical test anxiety in adults: an exploratory model. The Journal of Experimental Education, 57(3), 247-261. https://doi.org/10.1080/00220973.1989.10806509
  • Beurze, S. M., Donders, A. R. T., Zielhuis, G. A., Vegt, F., & Verbeek, A. L. M. (2013). Statistics Anxiety: A Barrier for Education in Research Methodology for Medical Students? The Journal of the International Association of Medical Science Educators, 23(3), 377-384. https://doi.org/10.1007/BF03341649
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
  • Chew, P. K. H., Dillon, D. B., & Swinbourne, A. L. (2018) An examination of the internal consistency and structure of the Statistical Anxiety Rating Scale (STARS). PLoS ONE, 13(3), https://doi.org/10.1371/journal.pone.0194195
  • Chiesi, F., Primi, C., & Carmona, J. (2011). Measuring Statistics Anxiety: Cross-Country Validity of the Statistical Anxiety Scale (SAS). Journal of Psychoeducational Assessment, 29(6), 559-569. https://doi.org/10.1177/0734282911404985
  • Collins, K. M. T., & Onwuegbuzie, A. T. (2007). I cannot read my statistics textbook: The relationship between reading ability andstatistics anxiety. The Journal of Negro Education, 76(2), 118-129. Retrieved from http://www.jstor.org/stable/40034551
  • Cruise, R. J., Cash, R. W., & Bolton, D. L. (1985, August). Development and validation of an instrument to measure statistical anxiety. Paper presented at the proceedings of the American Statistical Association, Las Vegas, Nevada. Retrieved from http://bfc.sfsu.edu/cgi-bin/rume.pl?Development_And_Validation_Of_An_Instrument_To_Measure_Statistical_Anxiety
  • Day, J., & Bonn, D. (2011). Development of the concise data processing assessment. Physical Review Special Topics – Physics Education Research, 7(1), 1–14. https://doi.org/10.1103/PhysRevSTPER.7.010114
  • Erkuş, A. (2011). Davranış bilimleri için bilimsel araştırma süreci. Ankara: Seçkin.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme-I. Ankara: Pegem Akademi.
  • Field, A. (2009). Discovering statics using SPSS. London: SAGE.
  • Faber, G., Drexler, H., Stappert, A., & Eichhorn, J. (2018). Education science students’ statistics anxiety: Developing and analyzing a scale for measuring their worry, avoidance, and emotionality cognitions. International Journal of Educational Psychology, 7(3), 248-285. https://doi.org/10.17583/ijep.2018.2872
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299. https://doi.org/10.1037/1082-989X.4.3.272
  • Fitzgerald, S. M., Jurs, S. J., & Hudson, L. M. (1996). A model predicting statistics achievement among graduate students. College Student Journal, 30(3), 361-366. Retrieved from https://psycnet.apa.org/record/1997-07633-006
  • Gürbüz, S., & Şahin, F. (2017). Sosyal bilimlerde araştırma yöntemleri: Felsefe – yöntem – analiz. Ankara: Seçkin.
  • Hancock, G. R., & Mueller, R. O. (2013). Structural equation modeling: A second course. Charlotte, NC: Information Age.
  • Hankins, M. (2008). How discriminating are discriminative instruments? Health and Quality of Life Outcomes, 6(36). https://doi.org/10.1186/1477-7525-6-36
  • Hanna, D., Shevlin, M., & Dempster, M. (2008). The structure of the Statistics Anxiety Rating Scale: A confirmatory factor analysis using UK psychology students. Personality and Individual Differences, 45(1), 65-74. https://doi.org/10.1016/j.paid.2008.02.021
  • Horn, J. L. (1965). A rationale for the number of factors in factor analysis. Psychometrica, 30(2), 179– 85. https://doi.org/10.1007/BF02289447
  • Hoyle, R. H. (2012). Handbook of structural equation modeling. New York: Guilford.
  • Kelloway, E. K. (1998). Using LISREL for structural equation modeling: A researcher's guide. Thousand Oaks, CA: Sage.
  • Kline, P. (2000). The handbook of psychological testing. London: Routledge
  • Kline, R. B. (2016). Principles and practice of structural equation modeling. New York: Guilford.
  • Köklü, N. (1994). Bir istatistik tutum ölçeğinin geçerlik ve güvenirliği. Eğitim ve Bilim, 18(93), 42-47. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/download/5906/2041
  • Köklü, N. (1996). İstatistik kaygı ölçeği: Psikometrik veriler. Eğitim ve Bilim, 20(102), 45-49.
  • Lalonde, R. N., & Gardner, R. C. (1993). Statistics as a second language? A model for predicting performance in psychology students. Canadian Journal of Behavioural Science, 25(1), 108-125. http://dx.doi.org/10.1037/h0078792
  • Liu, S., Onwuegbuzie, A. J., & Meng, L. (2011). Examination of the score reliability and validity of the statistics anxiety rating scale in a Chinese population: Comparisons of statistics anxiety between Chinese college students and their Western counterparts. Journal of Educational Enquiry, 11(1), 29-42. Retrieved from https://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/662/585
  • Maat, S. M., & Rosli, M. K. (2016). The Rasch Model Analysis for Statistical Anxiety Rating Scale (STARS). Creative Education, 7, 2820-2828. http://dx.doi.org/10.4236/ce.2016.718261
  • Macfarlane, I., Meach, P. M., & Leroy, B. S. (2014). Genetic counseling research: A practical guide. New York, NY: Oxford University.
  • Meyers, L. S, Gamst, G., & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. London: SAGE.
  • Nesbit, R. J., & Bourne, V. J. (2018). Statistics Anxiety Rating Scale (STARS) use in psychology students: A review and analysis with an undergraduate sample. Psychology Teaching Review, 24(2), 101-110. Retrieved from https://psycnet.apa.org/record/2018-57771-011
  • O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32(3), 396-402. https://doi.org/10.3758/BF03200807
  • Onwuegbuzie, A. J. (1997a) Writing a research proposal: the role of library anxiety, statistics anxiety, and composition anxiety, Library & Information Science Research, 19(1), 5–33. https://doi.org/10.1016/S0740-8188(97)90003-7
  • Onwuegbuzie, A .J. (2004) Academic procrastination and statistics anxiety, Assessment & Evaluation in Higher Education, 29(1), 3-19. https://doi.org/10.1080/0260293042000160384
  • Onwuegbuzie, A. J., Daros, D., & Ryan, J. (1997). The components of statistics anxiety: A phenomenological study. Focus on Learning Problems in Mathematics, 19(4), 11–35.
  • Onwuegbuzie, A. J., & Seaman, M. A. (1995). The effect of time constraints and statistics test anxiety on test performance in a statistics course. The Journal of Experimental Education, 63(2), 115-124. http://dx.doi.org/10.1080/00220973.1995.9943816
  • Onwuegbuzie, A. J., Slate, J. R., Paterson, F. R. A., Watson, M. H., & Schwartz, R. A. (2000). Factors associated with achievement in educational research courses. Research in the Schools, 7(1), 53-65. Retrieved from https://eric.ed.gov/?id=EJ644255
  • Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics anxiety: Nature, etiology, antecedents, effects, and treatments--a comprehensive review of the literature. Teaching in Higher Education, 8(2), 195-209. https://doi.org/10.1080/1356251032000052447
  • Onwuegbuzie, A. J. (2004) Academic procrastination and statistics anxiety, Assessment & Evaluation in Higher Education, 29(1), 3-19. https://doi.org/10.1080/0260293042000160384
  • Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for windows. Australia: Australian Copyright.
  • Pan, W., & Tang, M. (2005). Students' perceptions on factors of statistics anxiety and instructional strategies. Journal of Instructional Psychology, 32(3), 205-214. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=0&sid=203918c5-c9d0-48b6-93dc-ed542a553c9f%40sessionmgr4006
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There are 70 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Neşe Güler 0000-0002-2836-3132

Gülşen Taşdelen Teker 0000-0003-3434-4373

Mustafa İlhan 0000-0003-1804-002X

Publication Date December 13, 2019
Acceptance Date September 1, 2019
Published in Issue Year 2019 Volume: 10 Issue: 4

Cite

APA Güler, N., Taşdelen Teker, G., & İlhan, M. (2019). The Turkish Adaptation of the Statistics Anxiety Scale for Graduate Students. Journal of Measurement and Evaluation in Education and Psychology, 10(4), 435-450. https://doi.org/10.21031/epod.550765