Examining Psychology Undergraduates’ Statistics Results Using the Theory of Planned Behaviour and Background Factors

Abstract

Under the premise that undergraduate statistics performance is not purely due to ability, this study examines the predictive utility of statistics anxiety, Theory of Planned Behaviour (TPB), and background factors. Questionnaire responses were gathered three weeks into term, with the participants' examination results being matched with their responses through use of student numbers. The sample consisted of 199 psychology students who consented to take part. A Structural Equation Model incorporating statistics anxiety, TPB, and background factors was an adequate description, with the model explaining a significant proportion of variation in results. The significant positive impact of some TPB components (perceived behavioural control and subjective norm) and positive affect suggests enhancing student affective factors like confidence and motivation are important factors to consider when teaching statistics.