Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students

References

• Arcidiacono, P., Aucejo, E. M., and Hotz, V. J. (2016), “University Differences in the Graduation of Minorities in STEM Fields: Evidence from California,” The American Economic Review, 106, 525–562. 10.1257/aer.20130626.
   PubMed Web of Science ®Google Scholar
• Barber, P. H., Shapiro, C., Jacobs, M. S., Avilez, L., Brenner, K. I., Cabral, C., Cebreros, M., Cosentino, E., Cross, C., Gonzalez, M. L., Lumada, K. T., Menjivar, A. T., Narvaez, J., Olmeda, B., Phelan, R., Purdy, D., Salam, S., Serrano, L., Velasco, M. J., Marin, E. Z., and Levis-Fitzgerald, M. (2021), “Disparities in Remote Learning Faced by First-Generation and Underrepresented Minority Students During COVID-19: Insights and Opportunities From a Remote Research Experience,” Journal of Microbiology & Biology Education, 22, 1–25. DOI: 10.1128/jmbe.v22i1.2457.
   Web of Science ®Google Scholar
• Blankstein, M., Frederick, J., and Wolff-Eisenberg, C. (2020), “Student Experiences during the Pandemic Pivot”, DOI: 10.18665/.sr.313461.
   Google Scholar
• Brewer, C. L., Hopkins, J. R., Kimble, G. A., Matlin, M. W., McCann, L. I., McNeil, O. V., Nodine, B. F., Quinn, V. N. and Saundra. (1993), “Curriculum”, In Handbook for Enhancing Undergraduate Education in Psychology, eds. T. V. McGovern, pp. 161—-182, Washington, D.C: American Psychological Association, DOI: 10.1037/10126-006.
   Google Scholar
• Camilli, G., and Hira, R., (2018), “Introduction to Special Issue—Stem Workforce: STEM Education and the Post-Scientific Society”, Journal of Science Education and Technology, 28, 1–8. DOI: 10.1007/s10956-018-9759-8.
   Web of Science ®Google Scholar
• Cataldi, E. F., Bennett, C. T., and Chen, X. (2018), “First-Generation Students: College Access, Persistence, and Post-Bachelor’s Outcomes,” National Center for Education Statistics. Available at https://nces.ed.gov/pubs2018/2018421.pdf
   Google Scholar
• Fong, C. J., Kremer, K. P., Cox, C. H. T., and Lawson, C. A. (2021), “Expectancy-value Profiles in Math and Science: A Person-centered Approach to Cross-domain Motivation with Academic and STEM-related Outcomes,” Contemporary Educational Psychology, 65, 101962. DOI: 10.1016/j.cedpsych.2021.101962.
   Web of Science ®Google Scholar
• Friedrich, J., Buday, E., and Kerr, D. (2000), “Statistical Training in Psychology: A National Survey and Commentary on Undergraduate Programs,” Teaching of Psychology, 27, 248–257. DOI: 10.1207/s15328023top2704_02.
   Web of Science ®Google Scholar
• Gal, I., and Ginsburg, L. (1994), “The Role of Beliefs and Attitudes in Learning Statistics: Towards an Assessment Framework,” Journal of Statistics Education, 2, 1–16. DOI: 10.1080/10691898.1994.11910471.
   Google Scholar
• Garfield, J., and Ben-Zvi, D. (2007), “How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics,” International Statistical Review, 75, 372–396. DOI: 10.1111/j.1751-5823.2007.00029.x.
   Web of Science ®Google Scholar
• Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A.-B., and Handelsman, J. (2013), “Increasing Persistence of College Students in STEM,” Science (New York, N.Y.), 341, 1455–1456. 10.1126/science.1240487.
   PubMed Web of Science ®Google Scholar
• Gray, D. L., Hope, E. C., and Matthews, J. S. (2018), “Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures,” Educational Psychologist, 53, 97–113. DOI: http://dx.doi.org/10.1080/00461520.2017.1421466.
   Web of Science ®Google Scholar
• Griffith, A. L. (2010), “Persistence of Women and Minorities in STEM Field Majors: Is it The School That Matters?,” Economics of Education Review, 29, 911–922. DOI: 10.1016/j.econedurev.2010.06.010.
   Web of Science ®Google Scholar
• Hartzell, S. Y., Hagen, M. M., and Devereux, P. G. (2021), “Disproportionate Impacts of COVID-19 on University Students in Underrepresented Groups: A Quantitative and Qualitative Descriptive Study to Assess Needs and Hear Student Voices,” Journal of Higher Education Management, 36, 144–153.
   Google Scholar
• Hurtado, S., Newman, C. B., Tran, M. C., and Chang, M. J. (2010), “Improving the Rate of Success for Underrepresented Racial Minorities in STEM Fields: Insights from a National Project,” New Directions for Institutional Research, 2010, 5–15. DOI: 10.1002/ir.357.
   Google Scholar
• Kosovich, J. J., Flake, J. K., and Hulleman, C. S. (2017), “Short-Term Motivation Trajectories: A Parallel Process Model of Expectancy-Value,” Contemporary Educational Psychology, 49, 130–139. DOI: http://dx.doi.org/10.1016/j.cedpsych.2017.01.004.
   Web of Science ®Google Scholar
• Lazarus, R. S., and Folkman, S. (1984), Stress, Appraisal, and Coping, New York: Springer.
   Google Scholar
• McGovern, T. V., Furumoto, L., Halpern, D. F., Kimble, G. A., and McKeachie, W. J. (1991), “Liberal Education, Study in Depth, and the Arts and Sciences Major: Psychology,” American Psychologist, 46, 598–605. DOI: 10.1037/0003-066x.46.6.598.
   Web of Science ®Google Scholar
• Meaders, C. L., Lane, A. K., Morozov, A. I., Shuman, J. K., Toth, E. S., Stains, M., Stetzer, M. R., Vinson, E., Couch, B. A., and Smith, M. K. (2020), “Undergraduate Student Concerns in Introductory STEM Courses: What they are, How they Change, and What Influences Them,” Journal for STEM Education Research, 3, 195–216. DOI: 10.1007/s41979-020-00031-1.
   Google Scholar
• Meaders, C. L., Smith, M. K., Boester, T., Bracy, A., Couch, B. A., Drake, A. G., Farooq, S., Khoda, B., Kinsland, C., Lane, A. K., Lindahl, S. E., Livingston, W. H., Bundy, A. M., McCormick, A., Morozov, A. I., Newell-Caito, J. L., Ruskin, K. J., Sarvary, M. A., Stains, M., St. Juliana, J. R., Thomas, S. R., van Es, C., Vinson, E. L., Vitousek, M. N., and Stetzer, M. R. (2021), “What Questions Are on the Minds of STEM Undergraduate Students and How Can They be Addressed?,” Frontiers in Education, 6, 1–8. DOI: 10.3389/feduc.2021.639338.
   Google Scholar
• Murphy, L., Eduljee, N. B., and Croteau, K. (2020), “College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States,” Pedagogical Research, 5, em0078. DOI: 10.29333/pr/8485.
   Google Scholar
• Panadero, E. (2017), “A Review of Self-Regulated Learning: Six Models and Four Directions for Research,” Frontiers in Psychology, 8, 422. 10.3389/fpsyg.2017.00422.
   PubMed Web of Science ®Google Scholar
• Pintrich, P. R. (2004), “A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students,” Educational Psychology Review, 16, 385–407. DOI: 10.1007/s10648-004-0006-x.
   Web of Science ®Google Scholar
• Riegle-Crumb, C., King, B., and Irizarry, Y. (2019), “Does STEM Stand Out? Examining Racial/Ethnic Gaps in Persistence across Postsecondary Fields,” Educational Researcher, 48, 133–144. DOI: 10.3102/0013189X19831006.
   Web of Science ®Google Scholar
• Rosenzweig, E. Q., Hulleman, C. S., Barron, K. E., Kosovich, J. J., Priniski, S. J., and Wigfield, A. (2019), “Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses,” The Journal of Experimental Education, 87, 332–352. DOI: http://dx.doi.org/10.1080/00220973.2018.1496059.
   Web of Science ®Google Scholar
• Rosenzweig, E. Q., and Wigfield, A. (2016), “STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go,” Educational Psychologist, 51, 146–163. DOI: 10.1080/00461520.2016.1154792.
   Web of Science ®Google Scholar
• Son, J. Y., and Stigler, J. W. (2017–2022), Statistics and Data Science: A Modeling Approach, Los Angeles: CourseKata. https://coursekata.org/preview/default/program. Currently available in 5 versions.
   Google Scholar
• Soria, K. M., Horgos, B., Chirikov, I., and Jones-White, D. (2020), “First-Generation Students’ Experiences During the COVID-19 Pandemic”, Student Experience in the Research University (SERU) Consortium. Retrieved from the University of Minnesota Digital Conservancy, https://hdl.handle.net/11299/214934.
   Google Scholar
• Wang, M. T., and Degol, J. (2013), “Motivational Pathways to STEM Career Choices: Using Expectancy–Value Perspective to Understand Individual and Gender Differences in STEM Fields,” Developmental Review, 33, 304–340. DOI: 10.1016/j.dr.2013.08.001.
   Web of Science ®Google Scholar
• Xue, Y., and Larson, R. (2015), “Stem Crisis or Stem Surplus? Yes and Yes,” Monthly Labor Review, 1–16. DOI: 10.21916/mlr.2015.14.
   Web of Science ®Google Scholar
• Zabaleta, F. (2007), “The Use and Misuse of Student Evaluations of Teaching,” Teaching in Higher Education, 12, 55–76. DOI: 10.1080/13562510601102131.
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2001), “Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis,” in Self-Regulated Learning and Academic Achievement (2nd ed.), eds. B. J. Zimmerman and D. H. Schunk, 1–35. Mahwah, NJ: Erlbaum.
   Google Scholar