Affect in Statistics Cognition

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Copyright: 2017
Pages: 44
Source title: Assessing and Measuring Statistics Cognition in Higher Education Online Environments: Emerging Research and Opportunities
Source Author(s)/Editor(s): Justin P. Chase (University at Albany (SUNY), USA)and Zheng Yan (University at Albany (SUNY), USA)
DOI: 10.4018/978-1-5225-2420-5.ch005

Keywords: Education / Higher Education / Information Science Reference / Learning Assessment and Measurement

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Abstract

This chapter focuses on affective process in statistics education which could influence cognitive development. We begin with a discussion of short-term high-intense affective features (emotions) and use the most well researched construct in computer and statistics education (anxiety) to illustrate how these processes can influence learning. We then discuss long term low intense affective features (moods) and outline how moods can contribute to statistical attitudes. We argue that affective features must be continuously assessed throughout the entire learning process, and discuss theorize how online learning environments can use the principles of differentiation to enhance affect toward statistics education.

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