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Overcoming statistical helplessness and developing statistical resilience in learners : an illustrative, collaborative, phenomenological study

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Johnston-Wilder, Sue, Goodall, Janet and Almehrz, Hani (2018) Overcoming statistical helplessness and developing statistical resilience in learners : an illustrative, collaborative, phenomenological study. Creative education, 9 (7). pp. 1105-1122. 85398.

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Official URL: https://doi.org/10.4236/ce.2018.97082

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Abstract

Many people suffer from statistics anxiety or helplessness in the UK; this is true even in the context of PhD students studying at prestigious universities. There is a risk that anxiety or helplessness results in students avoiding engagement with statistics, and consequent underachievement. Here, we illustrate the application of the construct “statistical resilience” to developing positive engagement in statistics. We used the method of a collaborative phenomenological study. The collaboration is between a researcher and a PhD student acting as a research assistant. The relevant concepts include learned helplessness, self-agency and statistical resilience. As the PhD student gained statistical resilience, he was able to leave behind learned helplessness. This resulted in emancipation from statistical anxiety, an effective contribution to a research project, raised self-esteem and increased ability to engage with formal statistical thinking. The paper ends with recommendations for policy and practice.

Item Type: Journal Article
Subjects: H Social Sciences > HA Statistics
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH): Statistics -- Study and teaching -- Psychological aspects, College students -- Attitudes
Journal or Publication Title: Creative education
Publisher: Scientific Research Publishing, Inc.
ISSN: 2151-4755
Official Date: 21 June 2018
Dates:
DateEvent
21 June 2018Published
18 June 2018Accepted
Volume: 9
Number: 7
Page Range: pp. 1105-1122
Article Number: 85398
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Open Access
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