Others’ References that Include the SATS
(Including
theses and dissertations)
Brandsma,
J. A. (2000). Data collection and analysis: Examining community
college students’ understanding of elementary statistics through laboratory activities. Unpublished
doctoral dissertation, North Carolina State University, Raleigh. (ERIC Document Reproduction Service No.
ED 461396).
Carnell,
L. J. (2008). The effect of a student-designed data collection project on attitudes toward
statistics. Journal of Statistics Education, 16(1), retrieved from www.amstat.org/publications/jse/v16n1/carnell.html.
Cashin,
S. E., & Elmore, P. B. (2005). The Survey of Attitudes Toward Statistics scale: A
construct validity study. Educational and Psychological Measurement, 65, 509-524.
Note: there are a number of errors in this article, including methodological ones, that lead to incorrect conclusions
about the SATS internal structure.
Chiesi,
F., & Primi, C. (2009). Assessing statistics attitudes among college students: Psychometric properties of the Italian
versin of the Survey of Attitudes toward Statistics (SATS). Learning and Individual Differences, 19, 309-313.
Mayer, A. M.
(1999). The relationship between the use of multimedia instructional software and students attitudes
toward statistics. Unpublished master’s thesis, University of Minnesota, Minneapolis.
Mills, J. A. (2004).
Students’ attitudes toward Statistics: Implications for the future. College
Student Journal, 38, 349-361.
Nasser, F. M. (2004).
Structural model of the effects of cognitive and affective factors on the achievement of Arabic-speaking pre-service
teachers in introductory statistics. Journal of Statistics Education, 12(1), 1-24.
Retrieved from www.amstat.org/publications/jse/v12n1/nasser.html.
Ruggeri,
K., Dempster, M., Hanna, D., & Cleary, C. (2008). Experiences and expectations: The real reason nobody likes stats. Psychology
Teaching Review, 14(2), 75-83.
Ruggeri, K., Diaz, C., Kelly, K., Papousek, I., Dempster, M, & Hanna, D.
(2008). International issues in education. Psychology Teaching Review, 14(2), 65-74.
Schutz, P.A., Drogosz,
L. M., White, V. E., & Distefano, C. (1998). Prior knowledge, attitude, and strategy
use in an introduction to statistics course. Learning and Individual Differences, 10, 291-308.
Tempelaar, D. T.,
Gijselaers, W. J., & Schim van der Loeff, S. (2006). Puzzles in statistical reasoning.
Journal of Statistics Education, 14 (1), 1-26. Retrieved from www.amstat.org/publications/jse/v14n1/tempelaar.html.
Tempelaar, D. T., Gijselaers, W. J., Schim van der Loeff, S., & Nijhuis,
J. F. H. (2007). A structural equation model analyzing the relationship of student achievement
motivations and personality factors in a range of academic subject-matter areas. Contemporary Educational
Psychology, 32(1), 105-131.
Tempelaar,
D. T., & Nijhuis. J. F. H. (2007). Commonalities in attitudes and beliefs toward
different academic subjects. In M. K. McCuddy, H. van den Bosch, J. W. B. Martz, A. V. Matveev, & K.
O. Morse (Eds.), Educational Innovation in Economics and Business X: The Challenges of Educating People
to Lead in a Challenging World (pp. 225-250). Berlin: Springer.
Tempelaar,
D. T., Schim van der Loeff, S., & Gijselaers, W. H. (2007). A structural equation model analyzing the relationship of
students' attitudes toward statistics, prior reasoning abilities, and course performance. Statistics Education Research
Journal, 6(2), 78-102. Retrieved from http://www.stat.auckland.ac.nz/serj.
Verhoeven, P. S. (2009). Quality in statistics education: Determinants of course outcomes
in methods & statistics education at universities and colleges. Amsterdam: Boom Onderwijs (soon to be Bristol:
The Policy Press).
