The relationship between anxiety and performance in a statistics class

Abstract

Many students experience anxiety when taking a required statistics course. As high levels of anxiety may interfere with performance, it is desirable to identify and control factors shown to affect student anxiety. The purpose of our research was to examine the relationship between anxiety and performance and to determine which aspects of course structure have the greatest effects on student anxiety levels. In a series of four studies we found self-reported anxiety levels to be negatively correlated with both grade expectations and final course grades. Students attributed decreases in anxiety levels to several factors, including class exercises and class atmosphere.