The aim of the research was to test the psychometric properties of the Italian version of the Vigil-Colet et al.'s Statistical Anxiety Scale (SAS), taking into account evidences based on (a) internal structure (factorial structure and cross-country invariance) and (b) relationships to other variables (the statistics anxiety's nomological network). Consistent with the original Spanish version, the Italian version showed a three-factor structure, and results indicated a substantial equivalence of factor model parameters across countries. SAS results appeared to be inversely related to mathematical ability, self-efficacy, and attitudes toward statistics. The overall findings of the present study provide evidence for the validity and reliability of the SAS as a measure of statistics anxiety across the Italian and Spanish educational frameworks.

Measuring Statistics Anxiety: Cross-Country Validity of the Statistical Anxiety Scale (SAS) / F.Chiesi; C. Primi; J. Carmona. - In: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT. - ISSN 0734-2829. - STAMPA. - 29:(2011), pp. 559-569. [10.1177/0734282911404985]

Measuring Statistics Anxiety: Cross-Country Validity of the Statistical Anxiety Scale (SAS)

CHIESI, FRANCESCA;PRIMI, CATERINA;
2011

Abstract

The aim of the research was to test the psychometric properties of the Italian version of the Vigil-Colet et al.'s Statistical Anxiety Scale (SAS), taking into account evidences based on (a) internal structure (factorial structure and cross-country invariance) and (b) relationships to other variables (the statistics anxiety's nomological network). Consistent with the original Spanish version, the Italian version showed a three-factor structure, and results indicated a substantial equivalence of factor model parameters across countries. SAS results appeared to be inversely related to mathematical ability, self-efficacy, and attitudes toward statistics. The overall findings of the present study provide evidence for the validity and reliability of the SAS as a measure of statistics anxiety across the Italian and Spanish educational frameworks.
2011
29
559
569
F.Chiesi; C. Primi; J. Carmona
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/469459
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