Anxiety and Achievement in Statistics: A Systematic Review on Quantitative Studies

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ISSN Print: 2151-4755
ISSN Online: 2151-4771
www.scirp.org/journal/ce
E-mail: ce@scirp.org

"Anxiety and Achievement in Statistics: A Systematic Review on Quantitative Studies"
written by Farah Hani Abdul Ghani, Siti Mistima Maat,
published by Creative Education, Vol.9 No.14, 2018

has been cited by the following article(s):

[1]	Profiling teacher pedagogical behaviours in plummeting postgraduate students' anxiety in statistics
	Cogent Education, 2023

[2]	Üstbiliş Öğrenme Stratejileri, İstatistik Kaygısı ve Başarı Arasındaki İlişki: Bir Lisans İstatistik Dersi Örneği
	Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2023

[3]	Successful factors in statistics learning for non-STEM courses students: a PLS-PM approach
	Statistica Applicata-Italian …, 2022

[4]	A latent class approach for advising in learning statistics: implementation in the ALEAS system.
	2021

[1]	Examining Initial Expectations, Preferences, and Concerns of Diverse Students in an Introductory Statistics Course to Inform Course Improvements Journal of Statistics and Data Science Education, 2025 DOI:10.1080/26939169.2025.2455193

[2]	Students' proficiency evaluation: a non-parametric multilevel latent variable model approach Studies in Higher Education, 2024 DOI:10.1080/03075079.2024.2386623

[3]	Üstbiliş Öğrenme Stratejileri, İstatistik Kaygısı ve Başarı Arasındaki İlişki: Bir Lisans İstatistik Dersi Örneği Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2023 DOI:10.17240/aibuefd.2023..-1187853

[4]	Profiling teacher pedagogical behaviours in plummeting postgraduate students’ anxiety in statistics Cogent Education, 2023 DOI:10.1080/2331186X.2023.2222656

[5]	Profiling teacher pedagogical behaviours in plummeting postgraduate students’ anxiety in statistics Cogent Education, 2023 DOI:10.1080/2331186X.2023.2222656

[6]	Üstbiliş Öğrenme Stratejileri, İstatistik Kaygısı ve Başarı Arasındaki İlişki: Bir Lisans İstatistik Dersi Örneği Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2023 DOI:10.17240/aibuefd.2023..-1187853

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