Questionnaire Details
The survey included the statistics self-efficacy items that you’ve developed during the practicals (and on Padlet). In addition, it also included a few other scales. Some of these have been included so that you can use to test the convergent and discriminant validity of your scale. These are described in more details below. It is up to you to decide which of these you want to include in your report and which you expect to correlate with your scale (convergent validity) and which ones you expect to not correlate (discriminant validity). However, you must include validity tests in your report
The only variables that we are using for this lab report.
progress
Progress
participant_id
Participant ID
stats_anx_1
Studying for an examination in a statistics course.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_2
Interpreting the meaning of a table in a journal article.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_3
Going to ask my statistics teacher for individual help with material I am having difficulty understanding.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_4
Doing the coursework for a statistics course.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_5
Making an objective decision based on empirical data.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_6
Reading a journal article that includes some statistical analyses.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_7
Trying to decide which analysis is appropriate for my research project.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_8
Doing an examination in a statistics course.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_9
Reading an advertisement for a car which includes figures on miles per gallon, depreciation, etc.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_10
Walking into the room to take a statistics test.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_11
Interpreting the meaning of a probability value once I have found it.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_12
Arranging to have a body of data put into the computer.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_13
Finding that another student in class got a different answer than I did to a statistical problem.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_14
Determining whether to reject or retain the null hypothesis.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_15
Waking up in the morning on the day of a statistics test.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_16
Asking one of my teachers for help in understanding statistical output.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_17
Trying to understand the odds in a lottery.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_18
Watching a student search through a load of computer output from his/her research.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_19
Asking someone in the computer lab for help in understanding statistical output.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_20
Trying to understand the statistical analyses described in the abstract of a journal article.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_21
Enrolling in a statistics course.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_22
Going over a final examination in statistics after it has been marked.
1 = no anxiety; 5 = a great deal of anxiety
stats_anx_23
Asking a fellow student for help in understanding statistical output.
1 = no anxiety; 5 = a great deal of anxiety
maths_anx_1
Studying for a maths test.
1 = not at all; 5 = very much
maths_anx_2
Taking the maths section of a university entrance exam.
1 = not at all; 5 = very much
maths_anx_3
Taking an exam (in-class) in a statistics course.
1 = not at all; 5 = very much
maths_anx_4
Taking an exam (final) in a maths course.
1 = not at all; 5 = very much
maths_anx_5
Thinking about an upcoming maths test 1 week before.
1 = not at all; 5 = very much
maths_anx_6
Thinking about an upcoming maths test 1 day before.
1 = not at all; 5 = very much
maths_anx_7
Thinking about an upcoming maths test 1 hour before.
1 = not at all; 5 = very much
maths_anx_8
Realising you have to take a certain number of maths classes to fulfill requirements for your degree.
1 = not at all; 5 = very much
maths_anx_9
Receiving your final maths grade.
1 = not at all; 5 = very much
maths_anx_10
Being given a surprise test in a maths class.
1 = not at all; 5 = very much
maths_anx_11
Reading a cash register receipt after your purchase.
1 = not at all; 5 = very much
maths_anx_12
Being given a set of numerical problems involving addition to solve on paper.
1 = not at all; 5 = very much
maths_anx_13
Being given a set of subtraction problems to solve.
1 = not at all; 5 = very much
maths_anx_14
Being given a set of multiplication problems to solve.
1 = not at all; 5 = very much
maths_anx_15
Being given a set of division problems to solve.
1 = not at all; 5 = very much
maths_anx_16
Buying a maths textbook.
1 = not at all; 5 = very much
maths_anx_17
Watching a teacher work on an algebraic equation on the board.
1 = not at all; 5 = very much
maths_anx_18
Signing up for a maths course.
1 = not at all; 5 = very much
maths_anx_19
Listening to another student explain a maths formula.
1 = not at all; 5 = very much
trait_1
My heart beats fast.
1 = not at all; 5 = very much so
trait_2
My muscles are tense.
1 = not at all; 5 = very much so
trait_3
I feel agonized over my problems.
1 = not at all; 5 = very much so
trait_4
I think that others won’t approve of me.
1 = not at all; 5 = very much so
trait_5
I feel like I’m missing out on things because I can’t make up my mind soon enough.
1 = not at all; 5 = very much so
trait_6
I feel dizzy.
1 = not at all; 5 = very much so
trait_7
My muscles feel weak.
1 = not at all; 5 = very much so
trait_8
I feel trembly and shaky
1 = not at all; 5 = very much so
trait_9
I picture some future misfortune.
1 = not at all; 5 = very much so
trait_10
I can’t get some thoughts out of my mind.
1 = not at all; 5 = very much so
trait_11
I have trouble remembering things.
1 = not at all; 5 = very much so
trait_12
My face feels hot.
1 = not at all; 5 = very much so
trait_13
I think that the worst will happen.
1 = not at all; 5 = very much so
trait_14
My arms and legs feel stiff.
1 = not at all; 5 = very much so
trait_15
My throat feels dry.
1 = not at all; 5 = very much so
trait_16
I keep busy to avoid uncomfortable thoughts.
1 = not at all; 5 = very much so
trait_17
I cannot concentrate without irrelevant thoughts intruding.
1 = not at all; 5 = very much so
trait_18
My breathing is fast and shallow.
1 = not at all; 5 = very much so
trait_19
I worry that I cannot control my thoughts as well as I would like to.
1 = not at all; 5 = very much so
trait_20
I have butterflies in the stomach.
1 = not at all; 5 = very much so
trait_21
My palms feel clammy.
1 = not at all; 5 = very much so
post_state_1
My heart is beating fast.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_2
My muscles are tense.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_3
I feel agonized over my problems.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_4
I think that others won’t approve of me.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_5
I feel like I’m missing out on things because I can’t make up my mind soon enough.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_6
I feel dizzy.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_7
My muscles feel weak.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_8
I feel trembly and shaky
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_9
I am picturing some future misfortune.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_10
I can’t get some thoughts out of my mind.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_11
I have trouble remembering things.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_12
My face feels hot.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_13
I think that the worst will happen.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_14
My arms and legs feel stiff.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_15
My throat feels dry.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_16
I am keeping busy to avoid uncomfortable thoughts.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_17
I cannot concentrate without irrelevant thoughts intruding.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_18
My breathing is fast and shallow.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_19
I worry that I cannot control my thoughts as well as I would like to.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_20
I have butterflies in the stomach.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
post_state_21
My palms feel clammy.
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_1
I can efficiently deal with statistical data analysis tasks
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_2
I am confident I have the ability to carry out analyses without instructions
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_3
I feel confident defining statistical terms
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_4
I feel I am above average in my statistical ability
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_5
I can use my understanding of statistical concepts to teach those who are struggling
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_6
I am confident talking about statistics to others
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_7
I feel I could teach a beginner how to do a variety of statistical analysis
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_8
I can always manage to solve difficult statistical equations if I work hard enough
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_9
I am confident that I will achieve a good grade in statistics
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_10
I am certain I can pass a statistics exam
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_11
I feel confident being tested on statistics material
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_12
I feel confident in my ability to interpret SPSS outputs
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_13
I am comfortable using statistical programs in a novel situation
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_14
I have a good understanding of how to use statistical analysis software
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_15
I feel unsure when asked to define statistical terminology
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_16
I cannot perform statistical analyses easily
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_17
I generally struggle to understand statistical concepts
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_18
There are many statistical concepts that I would never be able to understand
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_19
I have a lot of self-doubt in my mathematical abilities
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_20
I feel I am below the average in my statistics ability
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_21
When solving statistical problems, I often need help from peers of faculty members
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_22
If the solution to a statistical task doesn’t come easily, I am likely to give up
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_23
I could not explain a statistics lecture to someone else
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_24
No matter how hard I try, I wouldn’t be able to perform well in stat courses
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_25
I worry about passing the statistics exam
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_26
I feel relieved when a statistics lesson finishes
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_27
I feel nervous about attending statistics lessons
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
self_efficacy_28
No matter how hard I try, I will never understand SPSS
1 = strongly disagree; 2 =agree; 3 = neither agree nor disagree; 4 = agree; 5 = strongly agree
The Dataset
Demographics
Because this survey is part of an actual research project, we cannot provide detailed demographic details for participants (you!) in this study. Otherwise, you may be able to identify each others’ responses based on age/gender profiles. Instead, I’ve provided some summary demographics below, which you can include when discussing your participant profile:
204 complete cases
Gender:
167 females (82 %), 30 males (15%), 7 non-responses (3.%)
Age:
Mean = 20.78, Standard Deviation = 3.59
Mode = 20
Median = 20
Min = 19, Max = 49
Other scales (for testing convergent and discriminant validity)
The references provided below are the original references for these scales. You can use them as a starting point to read about other research using these scales. You can do so by using either Google Scholar or Web of Science (or any of your preferred online databases and library resources) to check studies citing these scales to learn more about them.
When reading about these scales, you may notice that they have either been computed as a total score derived from their items or as separate scores reflecting various facets. Here, we have used the total scores in the Output provided below.
Statistics Anxiety Rating Scale (STARS; Cruise, Cash, & Bolton, 1985)
Items named stats_anx_[number], 23 items in total
Revised Maths Anxiety Rating Scale (R-MARS; Baloğlu & Zelhart, 2007)
Items named maths_anx_[number], 19 items in total
State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA; Ree, French, MacLeod, & Locke, 2008)
The State and Trait items should be computed as different scales
Trait Anxiety items are named trait_[number], 21 items in total
State Anxiety items are named post_state_[number], 21 items in total
The state anxiety items were given to participants after completing a series of maths and stats exercises. The maths and statistics multiple-choice tests have been designed specifically for this study to be challenging enough to elicit anxiety and not intended as a measure of statistics or maths knowledge.
Self-efficacy related to learning statistics
This is the scale that you’ve developed and testing how well it performs is the central part of your assessment.
Items are named self_efficacy_[number], 28 items in total
The Output
This is the output that you will have to write about in your lab report.
Your task is to report these results and comment on each analysis decision made — whether you would have done anything differently or not and why/why not. While the analysis has been done for you, I have made no exclusions, however you may decide that exclusions should have been made based on deviations from normality, intercorrelations etc. You cannot make these exclusions and rerun the analysis but you can (and should!) comment on this in your lab report. The same applies to sampling adequacy, sphericity, extraction method, rotation method and the reliability analysis decisions. Your report will be judged on how well you can comment on these decisions.
1. Frequencies
Frequencies – A4 submission period
2. Correlation table
Excel spreadsheet.
3. Reliability analyses
Items self_efficacy_20, self_efficacy_25, and self_efficacy_3 were reverse-coded as they loaded negatively onto their respective factors.
Look at the output and decide whether your scales show good reliability. Comment if you would consider removing any items to improve the scales’ reliability.
Factor 1 reliability analysis
Factor 1 Reliability Analysis – A4 submission
Factor 2 reliability analysis
Factor 2 Reliability Analysis – A4 submission
Factor 3 reliability analysis
Factor 3 Reliability Analysis – A4 submission
Factor 4 reliability analysis
Factor 4 Reliability Analysis – A4 submission
4. Testing convergent and discriminant validity
Before looking at the output in this section, think about the other variables in your dataset and think about how you expect each of your new factors to relate to these. Were these expectations confirmed by the findings in this output? Keep this in mind when evaluating the convergent and discriminant validity of your scales.
Reliabilities of other scales (Cronbach’s alpha)
Cronbach’s alphas for other scales in the study
Stats anxiety (STARS)
Maths Anxiety (R-MARS)
Trait Anxiety
State Anxiety
Correlations between each factor and other scales in the dataset
References
Baloğlu, M., & Zelhart, P. F. (2007). Psychometric Properties of the Revised Mathematics Anxiety Rating Scale. The Psychological Record, 57(4), 593–611. (Links to an external site.)
Cruise, R., J., Cash, R. W., & Bolton, D., L. (1985). Development and Validation of an Instrument to Measure Statistical Anxiety. American Statistical Association Proceedings of the Section on Statistical Education, 4, 92–97.
Please note that the Cruise et al. paper is not freely available online. You can cite this when introducing the STARS measure in your Methods section.
Ree, M. J., French, D., MacLeod, C., & Locke, V. (2008). Distinguishing Cognitive and Somatic Dimensions of State and Trait Anxiety: Development and Validation of the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA). Behavioural and Cognitive Psychotherapy, 36(03). (Links to an external site.)
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