Statistics anxiety, which is experienced by as many as 80% of graduate students, has been found to debilitate performance in statistics and research methodology courses. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. Moreover, it is possible that, once enrolled in these courses, students with high levels of statistics anxiety tend to procrastinate on assignments. Thus, the purpose of this study was: (a) to examine the prevalence of procrastination among graduate students, and (b) to investigate the relationship between academic procrastination and six dimensions of statistics anxiety. Participants were 135 graduate students enrolled in three sections of a required introductory-level educational research course at a university in the southeastern part of the USA. Findings revealed that a high percentage of students reported problems with procrastination on writing term papers, studying for examinations, and completing weekly reading assignments. A canonical correlation analysis (Rc1 .51) revealed that academic procrastination resulting from both fear of failure and task aversiveness was related signi?cantly to worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of the statistics instructor. Implications for statistics anxiety reduction as a procrastination intervention are discussed.
The critique should critically review (not summarize) the article discussed. You should concentrate your analysis and critique on the data and the analysis of the data (statistics) presented. Do they support the conclusions reached by the author(s)? Why or why not? You do not have to agree with the conclusions reached during the discussion. If you do not agree, you should argue why you do not based on information contained in the article you are critiquing. If you believe important information or analysis is missing, you should also reference that.
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