Methodology
2.1.Design
The method adopted in the present study is a descriptive (non-experimental) one and the research design is path
analysis correlation because in this study the relationships among the variables are discussed in a causal model.
2.2. Population and Sampling
The population includes all male and female undergraduate students of educational sciences and psychology in the
state universities of Tehran (345 students) who had registered for two courses i.e., descriptive statistics and
inferential statistics in the first semester of the 2010-2011 academic year.
2.3.Instruments
In the present study Middleton and Midgley's questionnaire was used for measuring achievement goals. In the
present study in respect of the research subject subscales of mastery goals, performance-approach goals, and
performance-avoidance goals were employed. For determining this scale's reliability Cronbach's alpha method was
adopted. In the present study the reliability coefficient of the three subscales of mastery goals, performanceapproach
goals, and performance-avoidance goals are 79%, 85%, and 81% respectively. For measuring the academic
motivation Vallerend's (Vallerend et al. 1992) Academic Motivation Scale was employed. In this study Cronbach's
alpha rate for subscales of intrinsic motivation, extrinsic motivation, and amotivation are 84%, 86%, and 67%
respectively.
For measuring students' statistics anxiety, Statistics Anxiety Rating Scale (STARS) Cruise (Cruise et al. 1985) was
used. Statistics anxiety rating scale is a 51-question questionnaire that is developed in a Likert five-degree approach.
In this study Cronbach's alpha scale was measured at 0.90 for the subscales of statistics value, interpretation anxiety,
test and class anxiety, computational self-concept, fear of asking for help, and fear of statistics teacher.