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Anxiety, negative attitudes, and attrition are all issues presented in the teaching of statistics to undergraduates in research-based degrees regardless of location. Previous works have looked at these obstacles, but none have consolidated a multilingual, multinational effort using a consistent method. Over 400 Spanish-, English-, and German-speaking undergraduate students enrolled in introductory psychology statistics courses were given the Composite Survey of Statistics Anxiety and Attitudes to determine the precursors and effects of existing problems. Results indicated that student background was heavily linked to attitudes and anxieties. The measure was supported as a viable method for more than one class or university in addressing issues in statistics education, developing interventions to improve students' experiences, and then determining the success of those changes. (Contains 9 tables.)

How do students' conceptualize the causes of their own academic successes and failures? Taking a phenomenological approach, students identified the causes of their performance immediately following return of a graded examination. We then used factor and item analyses to organize causes that were identified by a substantial number of students into meaningful conceptual clusters, and confirmed those empirically derived clusters in a different sample of students using confirmatory factor analysis. That analysis indicated that students' descriptions of the causes of their outcomes were consistent with a hierarchical model in which specific causes such as effort and ability are subsumed in one of two more general clusters--facilitating causes and inhibiting causes--but many students explained their outcome by identifying causes from both categories. At a practical level, measuring unitary causes proved to be a reliable and valid way of assessing spontaneous thoughts about what causes academic outcomes.

Investigates group members' estimations of their contributions to a collective endeavor by assessing perceptions of responsibility following completion of an additive group task. Measurement and debriefing; Impact of individual performance feedback and group performance feedback on attribution of personal responsibility; Responsibility allocations.

The causal impact of attributions on academic performance was examined by changing low-scoring students' attributions regarding their poor performances. Initially, when students who were failing a college course identified the cause of the performance, they emphasized external, uncontrollable causes. Because these self-serving attributions could have perpetuated poor performance on subsequent examinations, students in the experimental condition were exposed to information that suggested that grades in college are caused by internal, controllable factors such as effort and motivation. As predicted, on subsequent tests and on the final examination, these students earned higher grades than control students who received no attributional information. These findings lend support to an attributional model of academic achievement and also suggest that educational interventions that shift attributions away from a self-serving pattern to a performance-facilitating pattern may improve academic outcomes. [ABSTRACT FROM AUTHOR]