New evidence on the Statistical Anxiety Scale (SAS).

Authors

  • Amparo Oliver Dpto. de Metodología y Ciencias del Comportamiento Universidad de Valencia
  • Patricia Sancho Dpto. de Metodología y Ciencias del Comportamiento Universidad de Valencia
  • Laura Galiana Dpto. de Metodología y Ciencias del Comportamiento Universidad de Valencia
  • Maria Á. Cebrià i Iranzo Dpto. de Fisioterapia Universidad de Valencia
DOI: https://doi.org/10.6018/analesps.30.1.151341
Keywords: Statistical anxiety, academic performance, reliability, validity.

Supporting Agencies

  • V Segles-VLC Campus convocatoria de Atracció del Talent 2011

Abstract

As anxiety is negatively related to academic performance, and it is broadly known the existence of both anxiety towards statistics and negative 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 reliability and validity of the scale, using robust statistical techniques for the reliability study, and extending the validity of the study regarding its main criteria: academic performance, as it shouldn’t be considered as synonymous of self-efficacy.

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Published
21-12-2013
How to Cite
Oliver, A., Sancho, P., Galiana, L., & Cebrià i Iranzo, M. Á. (2013). New evidence on the Statistical Anxiety Scale (SAS). Anales de Psicología / Annals of Psychology, 30(1), 150–156. https://doi.org/10.6018/analesps.30.1.151341
Issue
Vol. 30 No. 1 (2014)
Section
Clinical and Health Psychology

 

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