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¶ … top five academic anxieties (Test Anxiety ~ Math Anxiety), on the average (mean) of Score, which anxiety variable achieved the lowest score? Explain.
The mean score on 'Test Anxiety' is 2.30, whilst that on 'math anxiety' is 1.90. The lowest average on first sight therefore seems to be math's anxiety which means that the class average for 'math Anxiety' was 1.90. However, when we assess the variability we see the radical divergence of variance that exist between the two Anxieties with .38 on Test Anxiety and .69 on Math's Anxiety. This means that the scores are more spread out / dispersed on the latter. This needs to be taken into consideration when evaluating results.
Among the top five academic anxieties (Test Anxiety ~ Math Anxiety), on the skewness of Score, which anxiety variable achieved the highest negatively skewed score? Explain.
Test Anxiety was -.09, whilst Math's Anxiety was .51. Test Anxiety achieved the highest negatively skewed score. This means that the class significantly skewed towards higher scores, whilst the reverse was with math's Anxiety where the class as a while showed leanings towards the lower rates.
Which social expectation anxiety variable (Employ achievement ~ Personal Time) had lowest range in the Score? Explain.
The minimum range of "Employment Achievement' had .00. Employment Achievement' stands for encouragement of promotion and satisfaction in job. It may be however that some of those sampled were not employed and therefore they rated this as 0.
Which social expectation anxiety variable (Employ...
This means that there was less variability in response to items that dealt with Personal Fulfillment than in response to items that dealt with Employment Achievement, and this makes sense particularly considering that not all the respondents may have been employed.
With the table information above:
Based on the information in the table above, first consider the possible issue (problem) that you are thinking of further researching or any questions (if any) that a critical researcher might raise with regard to the study.
The study was an examination of academic anxieties, social expectation anxieties, and self-efficacy, and how they affect academic success among non-traditional college students. Researchers found that all of the social expectation anxieties except employment achievement were found to have statistically significant relationships on academic success.
This included feelings such as guilt, loss of friendships, time away from family, and striving to obtain college/life balance. Self-efficacy, on the other hand, was found to be significantly related to the students' perceived satisfaction of academic success.
What I would like to investigate is whether the same, or similar, findings cut across to other non-traditional colleges too or whether these findings are unique to Funk (2009)
Section 2: Search one or two peer-reviewed…
Sources
Funk TA (2009) Identification of Academic and Social Expectation Anxieties and Self-efficacy
Issues Experienced by Non-traditional Students and Examination of Their Effects on Academic Success. Dissertation. TUI University
Kaufman, JC et al. (2008) The role of personality and motivation in predicting early college academic success in non-traditional students at a Hispanic-serving institution
Learning and Individual Differences 18, 492 -- 496
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Therapist Name: Case Name/#: Reason for Referral: The client is an eight-year-old female who may not have be making adequate academic progress consistent with her age and grade level. She is currently in the third grade. The client was assessed over two sessions. Presenting Problems: Clinical concerns: Difficulty in school/with academic progress. Clinical concerns: Possible learning disability. Clinical concerns: Reading difficulties. Clinical concerns: Client potentially not motivated to perform in class. Clinical concerns: Rule out depression and/or
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