Available at: https://digitalcommons.calpoly.edu/theses/3026
Date of Award
6-2025
Degree Name
MS in Statistics
Department/Program
Statistics
College
College of Science and Mathematics
Advisor
Beth Chance
Advisor Department
Statistics
Advisor College
College of Science and Mathematics
Abstract
This study investigates the cognitive factors that shape students’ experiences in introductory statistics courses, with particular emphasis on the role of self-efficacy sources on student attitudes (mastery experiences, verbal persuasion, vicarious experiences, and physiological and emotional states) measured across multiple time points. Using linear multilevel models and qualitative interview data, the research examines patterns in students’ perceptions of interest, difficulty, effort, value, cognitive competence, and affect throughout an academic quarter. Findings indicate that higher levels of mastery experiences consistently predict more positive outcomes across all attitude dimensions, underscoring the importance of early and ongoing opportunities for success in fostering engagement and confidence. Verbal persuasion, particularly through instructor and peer feedback, also emerges as an important factor in supporting students. Vicarious experiences did not result in a significant predictor in the components of the SATS except for a negative association with difficulty. Emotional and physiological states, particularly stress and anxiety, are positively associated with affect and difficulty, suggesting decreases in anxiety are associated with increased affect and decreased perceived difficulty. Notably, students’ attitudes generally declined over the quarter, reflecting the cumulative cognitive and emotional demands of the course. Gender differences also emerged, with male students reporting higher interest, competence, and affect. Academic performance, as measured by midterm and final exam grades, were positively linked to students’ evolving competence, difficulty, and value. These findings highlight the need for instructional strategies that foster mastery, provide authentic and supportive feedback, normalize struggle, and attend to students’ emotional well-being.