Abstract
We examined student characteristics, statistics anxiety and attitudes toward science among 104 (76 females, 23 males, 5 gender not disclosed) undergraduates. Younger students were more negative regarding the implications of science and the enjoyment they perceived in learning science. No significant gender differences were found and Latinos/Hispanics, Caucasian, and other ethnic groups did not differ on statistics anxiety and attitudes toward science. However, anxiety for interpretation of statistics and taking a test and class in statistics were moderately high for these groups. These findings support the notion of the ubiquity of statistics anxiety across groups, regardless of previous experience. We also found that statistics anxiety was inversely related to attitudes toward science, suggesting that future research examine how to improve attitudes toward science to lessen statistics anxiety among students, Limitations of the study are also discussed. Adapted from the source document.