The influence of prior experience with mathematics and A-Level science subjects on statistics anxiety in undergraduate psychology students

Abstract

Statistics is a core subject in the psychology undergraduate curriculum and is often associated with increased anxiety among learners. The aim of this study was to identify factors relating to statistics anxiety, and specifically, how prior experiences in mathematics and A-Level science qualifications may influence students’ perceptions as they begin their undergraduate course. Four hundred and eighty-seven first year psychology students filled in an online survey with a range of quantitative and qualitative measures. Number of science A-Level subjects studied at school was a significant negative predictor of interpretation anxiety, and a positive predictor of perceived worth of statistics and perceived self-concept. Students without a mathematics qualification felt at a disadvantage in studying statistics in their degree overall and compared to their peers. Findings provide key insights into students’ specific concerns and highlight the benefits of studying science subjects in secondary education prior to a psychology undergraduate degree.