Exploring Statistical Anxiety, Attitudes, and Self-Efficacy among Social Sciences Students: The Impact of Gender, Academic Progression, and Achievement

Exploring Statistical Anxiety, Attitudes, and Self-Efficacy among Social Sciences Students: The Impact of Gender, Academic Progression, and Achievement

Article Number: e2025437 | Available Online: September 2025 | DOI: 10.22521/edupij.2025.18.437

Hamzeh Dodeen , Abdellateef Abdelhafez Alqawasmi , Najeh Rajeh Alsalhi

Full text PDF | 1942 | 1321

Abstract

Background/purpose. Statistics courses represent a fundamental component in social sciences programs; however, many students encounter challenges in mastering statistical concepts due to anxiety, negative attitudes, and low self-efficacy. Understanding the prevalence of these factors is crucial for improving learning outcomes. This study aimed to examine the prevalence of statistical anxiety, attitudes toward statistics, and statistical self-efficacy among social sciences students. It further explored variations in these variables based on gender, academic year, and academic achievement.

Materials/methods. The study was conducted among 394 undergraduate students enrolled in statistics courses at United Arab Emirates University. Participants completed three validated instruments: the Statistics Anxiety Scale (SAS), the Attitudes Toward Statistics Scale (ATS), and the Current Statistics Self-Efficacy Scale (CSSE). Descriptive statistics, ANOVA, and post-hoc analyses were employed to analyze the data.

Results. Findings revealed that while overall statistical anxiety levels were below the theoretical average, approximately 25% of students experienced above-average anxiety. No significant gender differences were found. Anxiety levels varied significantly by academic year and achievement level, with third-year students and those with mid-range GPAs reporting higher anxiety. Attitudes toward statistics were generally neutral, with only 8% exhibiting highly positive attitudes. Self-efficacy was moderate overall but significantly higher among fourth-year students and those with high GPAs.

Conclusion. The study highlights the importance of early interventions targeting students at risk of high anxiety and low confidence. Educational strategies such as tutoring, skill-building workshops, and tailored instructional approaches are recommended to enhance students’ attitudes, reduce anxiety, and strengthen self-efficacy in learning statistics.

Keywords: Statistical anxiety; attitudes toward statistics; self-efficacy; academic achievement; social sciences education

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