Validation de la version francophone du Questionnaire d’anxiété statistique (SAS-F-24) = Validation of the French version of the Statistics Anxiety Scale (SAS-F)
Contenu
Titre
Validation de la version francophone du Questionnaire d’anxiété statistique (SAS-F-24) = Validation of the French version of the Statistics Anxiety Scale (SAS-F)
Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement
Créateur
Michael Cantinotti
Daniel Lalande
Marie-Anne Ferlatte
Denis Cousineau
Sujet
Anxiety
Factor Analysis
Psychology Education
Questionnaires
Rating Scales
Self-Confidence
Statistical Anxiety Questionnaire
Statistical Anxiety Scale (SAS)
Statistics
Teaching
Test Validity
self-confidence
state anxiety
teaching of statistics in psychology
Résumé
Statistics anxiety represents a situational anxiety that can impede the acquisition and integration of knowledge and school performance in statistics. Since training in this field is generally required in undergraduate studies in the humanities and health disciplines, and this type of course is usually considered to be a challenge for most students, it is essential to have a validated questionnaire in French to evaluate the phenomenon. This study reports the validation by confirmatory factorial analysis of the French version of a statistics anxiety questionnaire (Statistics Anxiety Scale, SAS-F) among 268 Quebec students in the first year of a bachelor of psychology program, who were enrolled in a compulsory course in statistics. Questionnaires on state anxiety and self-confidence were used to evaluate the convergent and divergent validity of the SAS-F. The predictive validity of the questionnaire was established through correlation and multivariate regression using the students’ final score on the statistics course as criteria. Reproduction of the three-factor original English structure (evaluation anxiety, requests for help and interpretation related to the field of statistics) and proper psychometric properties of the SAS-F make it a relevant instrument for measuring statistics anxiety of the students. The results also indicate that the two scales concerning requests for help and interpretation constitute statistically significant predictors of course results. The SAS-F could be used to support the assessment of teaching measures designed to mitigate the negative effects of statistics anxiety. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
volume
49
numéro
2
pages
133-142
Date
avril 2017
Titre abrégé
Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement
doi
10.1037/cbs0000074
issn
0008-400X
uri
Editeur
pdh
Source
2017-20844-008