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Taekyung Park, Michin Hong & David Kondrat. (2022) Undergraduate Students’ Attitudes toward Statistics: How Excel Makes a Student’s Life Easier. Journal of Evidence-Based Social Work 19:3, pages 263-271.
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Virgil L. Gregory. (2021) Gregory Research Beliefs Scale: Preliminary confirmatory factor analysis of convergent construct validity. Journal of Evidence-Based Social Work 18:5, pages 534-549.
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Carl Sherwood & Do Won Kwak. (2017) New insights into an old problem – enhancing student learning outcomes in an introductory statistics course. Applied Economics 49:56, pages 5698-5708.
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Mohan Vinjamuri, Bryan Warde & Patricia Kolb. (2017) The reflective diary: an experiential tool for enhancing social work students’ research learning. Social Work Education 36:8, pages 933-945.
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Ariana E. Postlethwait. (2016) Group Projects in Social Work Education: The Influence of Group Characteristics and Moderators on Undergraduate Student Outcomes. Journal of Teaching in Social Work 36:3, pages 256-274.
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Karl J. Kinkead, Heather Miller & Richard Hammett. (2016) Adult Perceptions of In-Class Collaborative Problem Solving as Mitigation for Statistics Anxiety. The Journal of Continuing Higher Education 64:2, pages 101-111.
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Ashley Davis & Rebecca G. Mirick. (2015) MSW Students’ Perceptions of Relevance and Application of Statistics: Implications for Field Education. Journal of Teaching in Social Work 35:3, pages 317-336.
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Carolyn Knight. (2015) Social Work Students’ Use of the Peer-Reviewed Literature and Engagement in Evidence-Based Practice. Journal of Social Work Education 51:2, pages 250-269.
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Articles from other publishers (12)
Stephanie McDonald & Megan P. Barnard. (2023) The influence of prior experience with mathematics and A-Level science subjects on statistics anxiety in undergraduate psychology students. Psychology Teaching Review 29:1, pages 37-50.
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Carl Sherwood & Katie Makar. (2022) Students making sense of statistics through storytelling: a theoretical perspective based on Bruner’s narrative mode of thought. Mathematics Education Research Journal.
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Jiun-Yu Wu. (2021) Learning analytics on structured and unstructured heterogeneous data sources: Perspectives from procrastination, help-seeking, and machine-learning defined cognitive engagement. Computers & Education 163, pages 104066.
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Aline Giovana Sarti, Claudette Maria Medeiros Vendramini & Camila Cardoso Camilo. (2021) Evidências de validade da escala de atitudes de estudantes do ensino superior frente à estatística - EAEst. Ciência & Educação (Bauru) 27.
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Jeanette Carlsson Hauff & Jonas Nilsson. (2020) The influence of gender on the choice of education: the mediating effect of interest in statistics. Journal of International Education in Business 13:1, pages 87-105.
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Sherria D. Taylor, Maria J. Veri, Michele Eliason, Jocelyn Clare R. Hermoso, Nicole D. Bolter & Juliana E. Van Olphen. (2019) The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy. JCSCORE 5:2, pages 132-166.
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Shuang Cui, Jiajia Zhang, Dongxiao Guan, Xiaomeng Zhao & Jiwei Si. (2019) Antecedents of statistics anxiety: An integrated account. Personality and Individual Differences 144, pages 79-87.
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Jonas Nilsson & Jeanette Carlsson Hauff. (2018) Reducing statistics anxiety using limited teaching resources. Journal of International Education in Business 11:2, pages 312-323.
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Yu-Ju Lin & Hengtao Tang. (2017) Exploring Student Perceptions of the Use of Open Educational Resources to Reduce Statistics Anxiety. Journal of Formative Design in Learning 1:2, pages 110-125.
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Cláudio Damacena, Martin De La Martinière Petroll & Bruna Silva de Melo. (2016) FATORES QUE AFETAM O APRENDIZADO DE ALUNOS DO MESTRADO EM ADMINISTRAÇÃO EM RELAÇÃO À ESTATÍSTICA. REAd. Revista Eletrônica de Administração (Porto Alegre) 22:3, pages 413-434.
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Thomas A. DeVaney. (2016) Confirmatory Factor Analysis of the Statistical Anxiety Rating Scale With Online Graduate Students. Psychological Reports 118:2, pages 565-586.
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Antonio González, Yolanda Rodríguez, José M. Faílde & María V. Carrera. (2016) Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. Learning and Individual Differences 45, pages 214-221.
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