If You Don’t Like It, You Won’t Get It: Attitudes Toward Statistics Predict Text Comprehension and Metacomprehension Accuracy on Statistics Texts

AbstractAttitudes toward statistics influence the way students engage in learning statistics. This study examined how attitudes toward statistics were related to the comprehension of a statistics text and the accuracy with which learners judged their comprehension. Results showed that more negative attitudes were associated with lower performance on procedural comprehension questions, but not on conceptual comprehension questions. At the same time, more negative attitudes resulted in overestimations of procedural comprehension when making prospective and retrospective judgments of comprehension. To explain the findings, we draw on theoretical models that assume that learners use different types of cues to make comprehension judgments.

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