Concerns and Challenges in Introductory Statistics and Correlates with Motivation and Interest

We explore how students’ course concerns at the outset of their introductory statistics predict later perceived challenges and future interest in via a function achievement motivation. Data were collected from undergraduate students (N = 524; 70% female; 37.8% racially marginalized groups) during COVID-19 pandemic, using both open-ended (concerns challenges) closed-ended (achievement motivation interest) questions. Overall, incoming positively predicted costs end negatively success expectancy utility value course. Patterns varied by individual concerns/challenges, gender, race/ethnicity. Cost played an important mediating role for female groups (e.g., Black, Latinx, or Native American/Indigenous students) between statistics. Our findings (a) add to increasing body research reporting differences male as well backgrounds racial majority experience STEM courses help explain different levels pursuing careers, (b) suggest that might require interventions.