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Why Wait? The Influence of Academic Self-Regulation, Intrinsic Motivation, and Statistics Anxiety on Procrastination in Online Statistics

Innovative Higher Education volume 39, pages 33–44 (2014)Cite this article

Abstract

Online graduate education programs are expanding rapidly. Many of these programs require a statistics course, resulting in an increasing need for online statistics courses. The study reported here grew from experiences teaching online, graduate statistics courses. In seeking answers on how to improve this class, I discovered that research has yet to explore teaching and learning in online statistics courses. The purpose of the study was to ameliorate this gap in the literature by examining the influence of self-regulation, intrinsic motivation, and statistics anxiety on passive procrastination. The set of independent variables explained nearly thirty percent of the variance.

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  1. Educational Statistics and Research Methods, College of Education and Health Professions, University of Arkansas, Fayetteville, AR, 72701, USA

    Karee Dunn

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  1. Karee Dunn
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Dunn, K. Why Wait? The Influence of Academic Self-Regulation, Intrinsic Motivation, and Statistics Anxiety on Procrastination in Online Statistics. Innov High Educ 39, 33–44 (2014). https://doi.org/10.1007/s10755-013-9256-1

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  • DOI: https://doi.org/10.1007/s10755-013-9256-1

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