The purpose of the present investigation was to develop a model for predicting statistics achievement. Participants were 130 graduate students enrolled in a quantitative-based educational research course at a southeastern university. A path analysis revealed that statistics anxiety and achievement expectation played a central role in the model, mediating the relationship between statistics achievement and the following variables: research anxiety, study habits, course load, and the number of statistics courses taken. Findings are interpreted with respect to Onwuegbuzie, Bailey, and Daley’s Anxiety-Expectation Mediation model of foreign language learning.
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