References
- Ahn, I., Patrick, H., Chiu, M. M., & Levesque-Bristol, C. (2018). Measuring teacher practices that support student motivation: Examining the factor structure of the teacher as social context questionnaire using multilevel factor analyses. Journal of Psychoeducational Assessment, 37(6), 743–756. doi: 10.1177/0734282918791655.
- Basson, M. J., & Rothmann, S. (2018). Antecedents of basic psychological need satisfaction of pharmacy students: The role of peers, family, lecturers and workload. Research in Social and Administrative Pharmacy, 14(4), 372–381. doi: 10.1016/j.sapharm.2017.04.015.
- Campbell, R., Vansteenkiste, M., Delesie, L. M., Mariman, A. N., Soenens, B., Tobback, E., & Vogelaers, D. P. (2015). Examining the role of psychological need satisfaction in sleep: A self-determination theory perspective. Personality and Individual Differences, 77, 199–204. doi: 10.1016/j.paid.2015.01.003.
- Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., … Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. doi: 10.1007/s11031-014-9450-1.
- Chew, P. K. H., & Dillon, D. B. (2014). Statistics anxiety update: Refining the construct and recommendations for a new research agenda. Perspectives on Psychological Science, 9(2), 196–208. doi: 10.1177/1745691613518077.
- Conesa, P. J., Onandia-Hinchado, I., Dunabeitia, J. A., & Moreno, M. Á. (2022). Basic psychological needs in the classroom: A literature review in elementary and middle school students. Learning and Motivation, 79, 101819. doi: 10.1016/j.lmot.2022.101819.
- Cronin, L., Marchant, D., Allen, J., Mulvenna, C., Cullen, D., Williams, G., & Ellison, P. (2019). Students’ perceptions of autonomy-supportive versus controlling teaching and basic need satisfaction versus frustration in relation to life skills development in PE. Psychology of Sport & Exercise, 44, 79–89. doi: 10.1016/j.psychsport.2019.05.003.
- Cruise, R. J., Cash, R. W., & Bolton, D. L. (1985). Development and validation of an instrument to measure statistical anxiety. American Statistical Association Proceedings of the Section on Statistical Education (pp. 92–97).
- Cui, S., Zhang, J., Guan, D., Zhao, X., & Si, J. (2019). Antecedents of statistics anxiety: An integrated account. Personality and Individual Differences, 144, 79–87. doi: 10.1016/J.PAID.2019.02.036.
- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquairy, 11(4), 227–268. doi: 10.1207/S15327965PLI1104_01.
- Earp, M. S. (2007). Development and validation of the statistics anxiety measure. (Doctoral dissertation). Denver, CO: University of Denver.
- Egheosase, D., & Ugwu, C. (2017). Relationship between social support and academic performance among undergraduate students of Madonna University, Nigeria. Global Journal of Applied, Management and Social Sciences, 13, 70–77.
- Gopal, K., Salim, N., & Ayub, A. (2018). Influence of self-efficacy and attitudes towards statistics on undergraduates’ statistics engagement in a Malaysian public university. Journal of Physics: Conference Series, 1132, 012042. doi: 10.1088/1742-6596/1132/1/012042.
- Hornstra, L., Stroet, K., van Eijden, E., Goudsblom, J., & Roskamp, C. (2018). Teacher expectation effects on need-supportive teaching, student motivation, and engagement: A self-determination perspective. Educational Research and Evaluation, 24(3–5), 324–345. doi: 10.1080/13803611.2018.1550841.
- Jin, G., & Wang, Y. (2019). The influence of gratitude on learning engagement among adolescents: The multiple mediating effects of teachers’ emotional support and students’ basic psychological needs. Journal of Adolescence, 77, 21–31. doi: 10.1016/j.adolescence.2019.09.006.
- Koçak, G., Tas, Y., & Yerdelen, S. (2022). Students’ basic psychological needs in learning science: The role of teacher autonomy support and classmate support. Excellence in Education Journal, 11(2), 1–29.
- Lalande, D., Cantinotti, M., Williot, A., Gagnon, J., & Cousineau, D. (2019). Three pathways from achievement goals to academic performance in an undergraduate statistics course. Statistics Education Research Journal, 18(1), 94–105. doi: 10.52041/serj.v18i1.152.
- Lei, H., Cui, Y., & Chiu, M. M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology, 8, 2288. doi: 10.3389/fpsyg.2017.02288.
- Leo, F. M., Mouratidis, A., Pulido, J. J., López-Gajardo, M. A., & Sánchez-Oliva, D. (2022). Perceived teachers’ behavior and students’ engagement in physical education: The mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, 27(1), 59–76. doi: 10.1080/17408989.2020.1850667.
- Leow, S., Leow, K., & Ean, C. L. C. (2023). Satisfaction of basic psychological needs and eudaimonic well-being among first-year university students. Cogent Social Sciences, 9(2), 2275441.
- Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012). Statistics anxiety, trait anxiety, learning behavior, and academic performance. European Journal of Psychology of Education, 27(4), 483–498. doi: 10.1007/s10212-011-0090-5.
- Macher, D., Paechter, M., Papousek, I., Ruggeri, K., Freudenthaler, H. H., & Arendasy, M. (2013). Statistics anxiety, state anxiety during an examination, and academic achievement. British Journal of Educational Psychology, 83(4), 535–549. doi: 10.1111/j.2044-8279.2012.02081.x.
- Macher, D., Papousek, I., Ruggeri, K., & Paechter, M. (2015). Statistics anxiety and performance: Blessings in disguise. Frontiers in Psychology, 6, 1116. doi: 10.3389/fpsyg.2015.01116.
- Malik, S. (2015). Undergraduates’ statistics anxiety: A phenomenological study. The Qualitative Report, 20, 120–133. doi: 10.46743/2160-3715/2015.2101.
- McIntee, S.-E., Goulet-Pelletier, J.-C., Williot, A., Deck-Leger, E., Lalande, D., Cantinotti, M., & Cousineau, D. (2022). (Mal)adaptive cognitions as predictors of statistics anxiety. Statistics Education Research Journal, 21(1), 5. doi: 10.52041/serj.v21i1.364.
- Nguyen, T. H., Newby, M., & Skordi, P. G. (2015). Development and use of an instrument to measure students’ perceptions of a business statistics learning environment in higher education. Learning Environments Research, 18(3), 409–424. doi: 10.1007/s10984-015-9192-3.
- Nishimura, T., & Suzuki, T. (2016). Basic psychological need satisfaction and frustration in Japan: Controlling for the big five personality traits. Japanese Psychological Research, 58(4), 320–331. doi: 10.1111/jpr.12131.
- Paechter, M., Macher, D., Martskvishvili, K., Wimmer, S., & Papousek, I. (2017). Mathematics anxiety and statistics anxiety. Shared but also unshared components and antagonistic contributions to performance in statistics. Frontiers in Psychology, 8, 1196. doi: 10.3389/fpsyg.2017.01196.
- Pan, W., & Tang, M. (2004). Examining the effectiveness of innovative instructional methods on reducing statistics anxiety for graduate students in the social sciences. Journal of Instructional Psychology, 31, 149–159.
- Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175. doi: 10.1080/00461520903028990.
- Ryan, R. M., & Deci, E. L. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11(4), 319–338. doi: 10.1207/S15327965PLI1104_03.
- Ryff, C. D., Dienberg Love, G., Urry, H. L., Muller, D., Rosenkranz, M. A., Friedman, E. M., … Singer, B. (2006). Psychological well-being and ill-being: Do they have distinct or mirrored biological correlates? Psychotherapy and Psychosomatics, 75(2), 85–95. doi: 10.1159/000090892.
- Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. doi: 10.1037/0022-0663.85.4.571.
- Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781. doi: 10.1037/a0012840.
- Skordi, P., & Fraser, B. J. (2019). Validity and use of the what is happening in this class? (WIHIC) questionnaire in university business statistics classrooms. Learning Environments Research, 22(2), 275–295. doi: 10.1007/s10984-018-09277-4.
- Slootmaeckers, K., Kerremans, B., & Adriaensen, J. (2014). Too afraid to learn: Attitudes towards statistics as a barrier to learning statistics and to acquiring quantitative skills. Politics, 34(2), 191–200. doi: 10.1111/1467-9256.12042.
- Stroet, K., Opdenakker, M. C., & Minnaert, A. (2013). Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature. Educational Research Review, 9, 65–87. doi: 10.1016/j.edurev.2012.11.003.
- Stroet, K., Opdenakker, M. C., & Minnaert, A. (2015). Need supportive teaching in practice: A narrative analysis in schools with contrasting educational approaches. Social Psychology of Education, 18(3), 585–613. doi: 10.1007/s11218-015-9290-1.
- Suminta, R. R. (2016). Kecemasan statistik ditinjau dari dukungan akademik. Quality: Journal of Empirical Research in Islamic Education, 4(1), 120–139. doi: 10.21043/quality.v4i1.2117.
- Van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being. Journal of Youth and Adolescence, 38(1), 1–12. doi: 10.1007/s10964-007-9257-4.
- Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., … Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), E3341–E3348. doi: 10.1073/pnas.1524360113.
- Yu, C., Li, X., Wang, S., & Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18‐month longitudinal study. Journal of Adolescence, 49(1), 115–123. doi: 10.1016/j.adolescence.2016.03.001.
- Zimmermann, J., Tilga, H., Bachner, J., & Demetriou, Y. (2021). The Effect of teacher autonomy support on leisure-time physical activity via cognitive appraisals and achievement emotions: A mediation analysis based on the control-value theory. International Journal of Environmental Research and Public Health, 18(8), 3987. doi: 10.3390/ijerph18083987.