Statistics Anxiety The “Thought Bully” In Psychology Students: Alleviation Through Research Methods And Statistics Teaching

Jones, Abigail Rhian Ruth (2026) Statistics Anxiety The “Thought Bully” In Psychology Students: Alleviation Through Research Methods And Statistics Teaching. Doctoral thesis, Birmingham City University.

Text Abigail Rhian Ruth Jones PhD Thesis_Final Version_Final Award January 2026.pdf - Accepted Version Restricted to Repository staff only until 30 March 2028. Download (17MB)

Abstract

Despite the increasing emphasis on statistical literacy in psychology, many students experience significant statistics anxiety (SA), which can negatively affect confidence, engagement, and academic achievement. While SA is often framed as a barrier to learning, this thesis offers a more balanced perspective, demonstrating that, in certain contexts, moderate anxiety supported by effective instructional methods can enhance motivation and performance. This research was conducted in two phases. Phase one used qualitative interviews and a cross-sectional study to explore students’ attitudes, experiences, and self-perceptions around statistics. Findings highlighted barriers such as low self-efficacy, fear of mistakes, negative prior experiences with mathematics and perceived inaccessibility of statistical content. These barriers were framed by students as emotional and cognitive burdens, shaped by their disciplinary identity and confidence in their abilities. Quantitative analysis further revealed that Asian, Non-binary, and privately educated students reported significantly higher levels of SA. Highlighting that for some groups, SA may be compounded by marginalisation or identity-related stress, rather than just difficulties with statistical material. Building on these insights, phase two comprised a series of experimental studies that examined how instructional variables such as source credibility, feedback timing, data visualisations and explanatory styles affected SA, performance, and self-efficacy. Across the experimental studies, subtle adjustments in pedagogical design can lead to meaningful improvements in students’ confidence, understanding, and emotional engagement with statistics. For example, moderate anxiety was not always a barrier; under the right conditions, it often coincided with greater engagement, self-efficacy, and performance outcomes, challenging the idea that anxiety is always detrimental. This thesis contributes a reframed understanding of SA as both a challenge and a potential source of motivation. It provides evidence-based recommendations for inclusive statistics instruction, emphasising that while demographic and systematic factors cannot be modified, learning environments can and should be shaped to foster confidence, inclusion, and engagement.

Item Type:	Thesis (Doctoral)
Dates:	Date Event 29 January 2026 Accepted
Uncontrolled Keywords:	Statistics anxiety; attitudes towards statistics; self-efficacy; psychology education; research methods teaching; higher education; undergraduate psychology students; mixed methods.
Subjects:	CAH04 - psychology > CAH04-01 - psychology > CAH04-01-01 - psychology (non-specific) CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Doctoral Research College > Doctoral Theses Collection Life and Health Sciences > Psychology
Depositing User:	Louise Muldowney
Date Deposited:	30 Mar 2026 12:32
Last Modified:	31 Mar 2026 10:09
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16945

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