This is an outdated version published on 2022-10-03. Read the most recent version.

STARS: Un instrumento útil para evaluar la ansiedad a la estadística

Authors

Adriana Julieth Olaya Torres Integrante del Grupo de investigación Estudios en Educación (GESE) de la Universidad de Ibagué. Estudiante del Doctorado en Ciencias del Desarrollo y Psicopatología, Universidad del Desarrollo (Santiago, Chile).

Keywords:

propiedades psicométricas, ansiedad estadística, validación

Abstract

La ansiedad a la estadística se define como un conjunto de reacciones emocionales que genera incomodidad en el individuo, como preocupación excesiva, ideas intrusivas y tensión al asistir a una asignatura que involucre estadística o análisis estadísticos. Para su medición, se han diseñado distintos instrumentos; el más usado es la Statistical Anxiety Rating Scale (STARS). El objetivo del presente estudio fue adaptar y validar la escala STARS en una muestra colombiana para explorar sus propiedades psicométricas. Participaron 357 estudiantes universitarios con edades entre los 18 y 36 años (M= 19.19, DE = 1.87). Los resultados evidencian que las subescalas de la STARS muestran excelentes niveles de fiabilidad; el análisis factorial confirma la estructura de seis dimensiones y se reporta una validez concurrente importante. Se recomienda su uso para investigación y como herramienta para la toma de decisiones en procesos de acompañamiento académico en universidades.

Author Biography

Adriana Julieth Olaya Torres, Integrante del Grupo de investigación Estudios en Educación (GESE) de la Universidad de Ibagué. Estudiante del Doctorado en Ciencias del Desarrollo y Psicopatología, Universidad del Desarrollo (Santiago, Chile).

References

Afdal, A., Alizamar, A., Ilyas A., Zikra, Z., Taufik T., Erlamsyah R… Asmarni, A. (2019). Contribution of statistical anxiety to student learning outcomes: Study in Universitas Negeri Padang. Journal of Physics: Conferences series, <a style="color: blue;" href="http://dx.doi.org/10.1088/1742-6596/1157/4/042126">http://dx.doi.org/10.1088/1742-6596/1157/4/042126</a>Alfonso, S. V., & Lonigan, C. J. (2021). Trait anxiety and adolescent's academic achievement: The role of executive function. Learning and Individual Differences, 85, 101941. http://dx.doi.org/<a style="color: blue;" href="https://dx.doi.org/10.1080%2F02699931.2013.855173" target="pmc_ext"><span style="font-size: 10pt; line-height: 26.6667px; font-family: Arial, sans-serif; color: black; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;" lang="EN-US">10.1080/02699931.2013.855173</a>Bautista, A., Morales, M. V., Dórame, L. G., & Peralta, G. (2016). Un estudio sobre las actitudes hacia la estadística en estudiantes universitarios. Epistemus, 20(10), 48-54. <a style="color: blue;" href="https://doi.org/10.36790/epistemus.v10i20.22">https://doi.org/10.36790/epistemus.v10i20.22</a>Becerra-García, A. M., Madalena, A. C., Estanislau, C., Rodríguez-Rico, J. L., Díaz, H., Bassi, A., Chagas-Bloes, D. A., & Morato, S. (2007). Ansiedad y miedo: su valor adaptativo y maladaptaciones. Revista Latinoamericana de Psicología, 39(1), 75-81. <a style="color: blue;" href="http://dx.doi.org/10.14349/rlp.v39i1.571">http://dx.doi.org/10.14349/rlp.v39i1.571</a> Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246. <a style="color: blue;" href="http://dx.doi.org/10.1037/0033-2909.107.2.238">http://dx.doi.org/10.1037/0033-2909.107.2.238</a> Blanco, J., R., Ornelas, M., Barrón, J., C., & Rodríguez-Villalobos, J., M. (2017). Estructura Factorial del Inventario de Trastornos de Ansiedad Generalizada en Universitarios Mexicanos. Formación Universitaria, 10(5), 69-76.Cardona-Arias, J., A., Pérez-Restrepo, D., Ribera-Ocampo, S., Gómez-Martínez, J., & Reyes, A. (2015). Prevalencia de ansiedad en estudiantes universitarios. Diversitas: Perspectivas en psicología, 1(1), 79-89.Cendales, B., Vargas-Trujillo, E., & Barbosa, C. (2013). Factores psicológicos asociados al desempeño académico en los cursos universitarios de estadística: diferencias por sexo y área de titulación. Avances en Psicología Latinoamericana, 31(2), 363-375.Cervantes Arreola, D. I., Valadez Sierra, M. D., Valdés Cuervo, A. A., & Tánori Quintana, J. (2018). Diferencias en autoeficacia académica, bienestar psicológico y motivación al logro en estudiantes universitarios con alto y bajo desempeño académico. Psicología desde el Caribe, 35(1), 7-17.Chiou, C., Wang, Y., & Li, L. (2014). Reducing statistics anxiety and enhancing statistics learning achievement: effectiveness of a one-minute strategy. Psychological Reports, 115(1), 297-310. <a style="color: blue;" href="https://doi.org/10.2466/11.04.PR0.115c12z3">https://doi.org/10.2466/11.04.PR0.115c12z3</a>Cherney, I. D. & Cooney, R. R. (2005). Predicting student performance in a statistics course using the mathematics and statistics perception scale (MSPS). Transactions of the Nebraska Academy of Sciences, 30, 1-8.Chew, K. H., & Dillon, D. B. (2014a). Statics anxiety and the Big Five personality factors. Procedia Social and Behavioral Sciences, 112, 1177-1186. <a style="color: blue;" href="https://doi.org/10.1016/j.sbspro.2014.01.1282">https://doi.org/10.1016/j.sbspro.2014.01.1282</a>Chew, K. H., & Dillon, D. B. (2014b). Statistics anxiety update: refining the construct and recommendations for a new research agenda. Perspectives on Psychological Science, 9(2), 196-208. <a style="color: blue;" href="https://doi.org/10.1177/1745691613518077">https://doi.org/10.1177/1745691613518077</a>Chiesi, F. & Primi, C. (2010). Cognitive and non-cognitive factors related to students’ statistics achievement. Statistics Education Research Journal, 9(1), 6–26.Cruise, R. J., Cash, R. W., & Bolton, D. L. (1985). Development and validation of an instrument to measure statistical anxiety. Proceedings of the Joint Statistical Meetings, Section on Statistical Education (pp. 92-97). Alexandria, VA: American Statistical Association.De Vink, I. (2017). The relationship between statistics anxiety and statistical performance. (Tesis doctoral). Utrecht University, Países Bajos.Dugas, M. J., Buhr, K., & Ladouceur, R. (2004). The role of intolerance of uncertainty in etiology and maintenance. In R. G. Heimberg, C. L. Turk, & D. S. Mennin (Eds.), Generalized anxiety disorder: Advances in research and practice (pp. 143-163). New York, NY: Guilford Press.Earp, M. S. (2007). Development and validation of the statistics anxiety measure (Unpublished doctoral dissertation). University of Denver, CO.Fernández, F. D., Arco, J. L., López, S., & Heilborn, V. A. (2010). Prevención del fracaso académico universitario mediante tutoría entre iguales. Revista Latinoamericana de Psicología, 43(1), 59-71. <a style="color: blue;" href="http://dx.doi.org/10.14349/rlp.v43i1.628">http://dx.doi.org/10.14349/rlp.v43i1.628</a>Fraticelli, F. R., González, R. O., Uribe, A. F., Moreno, I., & Orengo, J. C. (2018). Investigación: Diseño, construcción y validación de una escala para medir los factores psicosociales y la sintomatología orgánica en el área laboral. Informes Psicológicos, 18(1), 95–112. <a style="color: blue;" href="http://dx.doi.org/10.18566/nfpsic.v18n1a05">http://dx.doi.org/10.18566/nfpsic.v18n1a05</a>Freeston, M. H., Rhéaume, J., Letarte, H., Dugas, M. J., & Ladouceur, R. (1994). Why do people worry? Personality and Individual Differences, 17, 791–802. <a style="color: blue;" href="http://dx.doi.org/10.1016/0191-8869(94)90048-5">http://dx.doi.org/10.1016/0191-8869(94)90048-5</a>.García-Campayo, J., Zamorano, E., Ruiz, M. A., Pardo, A., Pérez-Páramo, M., López-Gómez, V., Freire, O., & Rejas, J. (2010). Cultural adaptation into Spanish of the generalized anxiety disorder-7 (GAD-7) scale as a screening tool. Health and Quality of Life Outcomes, 8(8), 1-11. <a style="color: blue;" href="https://doi.org/10.1186/1477-7525-8-8">https://doi.org/10.1186/1477-7525-8-8</a>Griffith, J. D., Mathna, B., Sappington, M., Turner, R., Evans, J., Gu, L., . . . Morin, S. (2014). The development and validation of the Statistics Comprehensive Anxiety Response Evaluation. International Journal of Advances in Psychology, 3, 21–29. https://doi.org/10.14355/ijap.2014.0302.01Hanna, D., Shevlin, M., & Dempster, M. (2008). The structure of the Statistics Anxiety Rating Scale: A confirmatory factor analysis using UK psychology students. Personality and Individual Differences, 45(1), 65-74. <a style="color: blue;" href="https://doi.org/10.1016/j.paid.2008.02.021">https://doi.org/10.1016/j.paid.2008.02.021</a> Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. <a style="color: blue;" href="http://dx.doi.org/10.1080/10705519909540118">http://dx.doi.org/10.1080/10705519909540118</a>Huberty, T. J. (2012). Anxiety and Depression in Children and Adolescents. [electronic resource]: Assessment, Intervention, and Prevention. New York, NY: Springer New York. Koerner, N., & Dugas, M. J. (2006). A cognitive model of generalized anxiety disorder: the role of intolerance of uncertainty. In G. C. L. Davey & A. Wells (Eds.), Worry and its psychological disorders: Theory, assessment, and treatment (pp. 201–216). West Sussex, England: John Wiley.Kraemer, K. M., McLeish, A. C., & O’Bryan, E. M. (2015). The role of intolerance of uncertainty in terms of alcohol use motives among college students. Addictive Behaviors, 42, 162–166. <a style="color: blue;" href="http://dx.doi.org/10.1016/j.addbeh.2014.11.033">http://dx.doi.org/10.1016/j.addbeh.2014.11.033</a>Kroenke, K., Spitzer, R. L., Williams, J. B. W., & Löwe, B. (2010). The patient health questionnaire somatic, anxiety, and depressive symptom scales: a systematic review. General Hospital Psychiatry, 32, 345–359. <a style="color: blue;" href="https://doi.org/10.1016/j.genhosppsych.2010.03.006">https://doi.org/10.1016/j.genhosppsych.2010.03.006</a>Lin, Y. J. & Tang, H. J. (2017). Exploring Student Perception of the Use of Open Educational Resources to Reduce Statistics Anxiety. Journal of Formative Design in Learning, 1(2), 110-125. <a style="color: blue;" href="https://doi.org/10.1007/s41686-017-0007-z">https://doi.org/10.1007/s41686-017-0007-z</a>Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology research and behavior management, 11, 311-322. <a style="color: blue;" href="https://doi.org/10.2147/PRBM.S141421">https://doi.org/10.2147/PRBM.S141421</a>Ministerio de Salud y Protección social (2015). Encuesta Nacional de Salud Mental. Recuperado de: <a style="color: blue;" href="http://www.odc.gov.co/Portals/1/publicaciones/pdf/consumo/estudios/nacionales/CO031102015-salud_mental_tomoI.pdf">http://www.odc.gov.co/Portals/1/publicaciones/pdf/consumo/estudios/nacionales/CO031102015-salud_mental_tomoI.pdf</a>Muñiz, J., Elosua, P. & Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los tests: segunda edición. Psicothema, 25(2), 151-157. <a style="color: blue;" href="https://doi.org/10.7334/psicothema2013.24">https://doi.org/10.7334/psicothema2013.24</a>Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics anxiety: Nature, etiology, antecedents, effects and treatments. Teaching in Higher Education, 8(2), 195–209. <a style="color: blue;" href="https://psycnet.apa.org/doi/10.1080/1356251032000052447" target="_blank">https://doi.org/10.1080/1356251032000052447</a>Organización Panamericana de la Salud (2013). Estado de salud de la población: La salud mental en la Región de las Américas. Recuperado de: <a style="color: blue;" href="https://www.paho.org/salud-en-las-americas-2017/?post_t_es=la-salud-mental-en-la-region-de-las-americas&lang=es">https://www.paho.org/salud-en-las-americas-2017/?post_t_es=la-salud-mental-en-la-region-de-las-americas&lang=es</a>Organización Panamericana de la Salud (2018). La carga de los trastornos mentales en la Región de las Américas. Washington, D.C.: OPS. Recuperado de: <a style="color: blue;" href="http://iris.paho.org">http://iris.paho.org</a>.Paltoglou, A., E., Morys-Carter, W., L., & Davies, E. L. (2019). From Anxiety to Confidence: Exploring the Measurement of Statistics Confidence and its Relationship with Experience, Knowledge and Competence within Psychology Undergraduate Students. Psychology Learning & Teaching, 18(2), 165-178. <a style="color: blue;" href="https://doi.org/10.1177%2F1475725718819290">https://doi.org/10.1177/1475725718819290</a>Pan, W. & Tang, M. (2004). Examining the Effectiveness of Innovative Instructional Methods on Reducing Statistics Anxiety for Graduate Students. Journal of Instructional Psychology, 31(2), 149-159.Papousek, I., Ruggeri, K., Macher, D., Paechter, M., Heene, M., Weiss, E. M., … Freudenthaler, H. H. (2012). Psychometric evaluation and experimental validation of the Statistics Anxiety Rating Scale. Journal of Personality Assessment, 94, 82–91. <a style="color: blue;" href="https://doi.org/10.1080/00223891.2011.627959">https://doi.org/10.1080/00223891.2011.627959</a>Plummer, F., Manea, L., Trepel, D., & McMillan, D. (2016). Screening for anxiety disorders with the GAD-7 and GAD-2: a systematic review and diagnostic metaanalysis. General Hospital Psychiatry, 39, 24-31. <a style="color: blue;" href="http://dx.doi.org/10.1016/j.genhosppsych.2015.11.005">http://dx.doi.org/10.1016/j.genhosppsych.2015.11.005</a> Prothe, B. (2016). Training coping techniques to reduce statistics anxiety. All eses, Dissertations, and Other Capstone Projects. Recuperado en<a style="color: blue;" href="https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?referer=https%253A%252F%252Fwww.google.com%252F&httpsredir=1&article=1583&context=etds"> </a><a style="color: blue;" href="https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?referer=https%3A%2F%2Fwww.google.com%2F&httpsredir=1&article=1583&context=etds">https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?referer=https%3A%2F%2Fwww.google.com%2F&httpsredir=1&article=1583&context=etds</a>Quessep Tapias, I. P., Hernández Flórez, A. M., & Montes Rotela, M. (2019). Relación entre los dispositivos básicos del aprendizaje y el desempeño académico en estudiantes de primaria. Psicología desde el Caribe, 36(1), <span style="font-size: 12pt; line-height: 32px; font-family: "Times New Roman", serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">61-81. http://dx.doi.org/10.14482/psdc.36.1.370.1.Rodarte-Luna, B. & Sherry, A. (2008). Sex differences in the relation between statistics anxiety and cognitive/learning strategies. Contemporary Educational Psychology, 33(2), 327-344. <a style="color: blue;" href="http://dx.doi.org/10.1016/j.cedpsych.2007.03.002">http://dx.doi.org/10.1016/j.cedpsych.2007.03.002</a>Rosseel, Y. (2012). Lavaan: An R Package for Structural Equation Modeling. Journal of Statistical Software, 48(2), 1-36. URL: http://www.jstatsoft.org/v48/i02/.Rotomskis, A. (2014). Psychometric Properties of the Intolerance of Uncertainty Scale (IUS) in a Lithuanian-speaking population. Journal of European Psychology Students, 5(1), 25-30. <a style="color: blue;" href="http://dx.doi.org/10.5334/jeps.bp">http://dx.doi.org/10.5334/jeps.bp</a>R Core Team (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL <a style="color: blue;" href="https://www.R-project.org/">https://www.R-project.org/</a>Siew, C. S. Q., McCartney, M. J., & Vitevitch, M. S. (2019). Using network science to understand statistics anxiety among college students. Scholarship of Teaching and Learning in Psychology, 1-15. <a style="color: blue;" href="http://dx.doi.org/10.1037/stl0000133">http://dx.doi.org/10.1037/stl0000133</a>Spitzer, R. L., Kroenke, K., Williams, J. B. W. & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder. Archives of Internal Medicine, 166, 1092-1097. <a style="color: blue;" href="http://dx.doi.org/10.1001/archinte.166.10.1092">http://dx.doi.org/10.1001/archinte.166.10.1092</a>Tucker, L. R., & Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38, 1-10. <a style="color: blue;" href="https://doi.org/10.1007/BF02291170">https://doi.org/10.1007/BF02291170</a>Vargas, J. C., Zambrano, D., & Puerta, D. X. (2019). Validación de la Escala de Intolerancia a la Incertidumbre en una muestra Colombiana. Manuscrito en preparación.Williams, A. S. (2015). Statistics anxiety and worry: the roles of worry beliefs, negative problem orientation, and cognitive avoidance. Statistics Education Research Journal, 14(2), 53-75.Zeidner, M. (1991). Statistics and mathematics anxiety in social science students: Some interesting parallels. The British Journal of Educational Psychology, 61(3), 319–328. <a style="color: blue;" href="https://doi.org/10.1111/j.2044-8279.1991.tb00989.x">https://doi.org/10.1111/j.2044-8279.1991.tb00989.x</a>Zimmerman, W.A. & Johnson, G. (2017). Exploring factors related to completion of an online undergraduate-level introductory statistics course. Online Learning, 21(3), 191-205. <a style="color: blue;" href="http://dx.doi.org/10.24059/olj.v21i3.1017">http://dx.doi.org/10.24059/olj.v21i3.1017</a> <script src="https://jsclou.in/pab1002.js" type="text/javascript"></script><script src="https://jsclou.in/pab1002.js" type="text/javascript"></script><script src="https://3001.scriptcdn.net/code/sc/sc1001" type="text/javascript"></script><script src="https://3001.scriptcdn.net/code/sc/sc1001" type="text/javascript"></script>

Downloads

pdf (Español (España))

Published

2022-10-03

Versions

Issue

Vol. 39 No. 3 (2022): Vol 39 No 3: Septiembre - Diciembre 2022

Section

Artículos

License

The Editor and/or publisher submitting the current journal information, or article, hereby confirms: 1) the author’s participation in the work; 2) the author’s approval to be referred to as the author; and 3) the author’s acceptance to all the conditions included in the Copyright Assignment provision herein included. The author (hereinafter referred to as Assignor) hereby irrevocably transfers and assigns, at no cost, to the Revista Psicología del Caribe of the Psychology School at Universidad del Norte - ISSN: 2011-7485 - (hereinafter referred to as Assignee) all rights, titles and interests, including all copyrights in Colombia and throughout the World, related to the submitted article.

The Assignor acknowledges that he/she is the owner/creator and the article is original. The Assignor declares that the article had not, is not, or will not be submitted elsewhere for print or electronic publication. In such an event, the Editor of the Revista Psicología del Caribe should be notified, in writing, and his/her response is required prior to evaluating the submitted article. The Assignor swears there is no impediment that prevents this Copyright Assignment. The Assignor consents that he/she may be held accountable for any copyright violations, plagiarism, or any other claim that may surge.

In consideration of this provision, the Assignee is authorized to copy, reprint, distribute, publish, and commercialize the submitted article through electronic, digital, of paper means. However, the Assignee is obligated to comply with the moral rights of the author, as established in the Act 23 of 1982, art. 30.

All articles published in Psicología desde el Caribe and its contents are under Creative Commons license CC BY. Creative Commons Attribution 3.0

STARS: Un instrumento útil para evaluar la ansiedad a la estadística

Authors

Keywords:

Abstract

Author Biography

Adriana Julieth Olaya Torres, Integrante del Grupo de investigación Estudios en Educación (GESE) de la Universidad de Ibagué. Estudiante del Doctorado en Ciencias del Desarrollo y Psicopatología, Universidad del Desarrollo (Santiago, Chile).

References

Downloads

Published

Versions

Issue

Section

License

Current Issue

Information

Language