The Relationship Between Procrastination, Learning Strategies and Statistics Anxiety Among Iranian College Students: A Canonical Correlation Analysis

Shahram Vahedi; Farahnaz. Gahraman; Farahman Farrokhi; Ali Issazadegan

IJ Psychiatry and Behavioral Sciences

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The Relationship Between Procrastination, Learning Strategies and Statistics Anxiety Among Iranian College Students: A Canonical Correlation Analysis

Author(s):

Shahram Vahedi^1,*,

Farahnaz. Gahraman¹,

Farahman Farrokhi¹,

Ali Issazadegan²

1Associate professor, English Department, University of Tabriz, Tabriz, Iran

2Master of art in curriculum, Assistant professor of Psychology, psychology Department, University of Urmia, Urmia, Iran

IJ Psychiatry and Behavioral Sciences:Vol. 6, issue 1; 40-6

Published online:Jun 30, 2012

Article type:Research Article

Received:Nov 17, 2011

Accepted:Feb 29, 2012

How to Cite:Shahram VahediFarahnaz. GahramanFarahman FarrokhiAli IssazadeganThe Relationship Between Procrastination, Learning Strategies and Statistics Anxiety Among Iranian College Students: A Canonical Correlation Analysis.Iran J Psychiatry Behav Sci.2012;6(1):40-6.

Abstract

Objective: Approximately 66-80%of graduate students experience statistics anxiety and some researchers propose that many students identify statistics courses as the most anxiety-inducing courses in their academic curriculums. 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. This paper proposes a canonical model by treating academic procrastination (AP), learning strategies (LS) as predictor variables and statistics anxiety (SA) as explained variables.

Methods: A questionnaire survey was used for data collection and 246-college female student participated in this study. To examine the mutually independent relations between procrastination, learning strategies and statistics anxiety variables, a canonical correlation analysis was computed.

Results: Findings show that two canonical functions were statistically significant. The set of variables (metacognitive self-regulation, source management, preparing homework, preparing for test and preparing term papers) helped predict changes of statistics anxiety with respect to fearful behavior, Attitude towards math and class, Performance, but not Anxiety.

Conclusion: These findings could be used in educational and psychological interventions in the context of statistics anxiety reduction.

Declaration of interest: None.

Citation: The relationship between procrastination, learning strategies and statistics anxiety among Iranian college students: A canonical correlation analysis. Vahedi Sh, Farrokhi F, Gahramani F, Issazadegan A. Iran J Psychiatry Behave Sci 2012; 6(1):41-8.

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