| Researcher (s) | Country | Title | Sample size | Instrument | Statistical Anxiety Components | Methodology/ Analysis | Findings |
| | USA | A Preliminary Examination of Willingness and Importance as Moderators of the Relationship Between Statistics Anxiety and Performance | 132 undergraduate students | Adaptation of Statistical Anxiety Scale (SAS), and statistical quizzes | ・ Examination anxiety. ・ Fear to get help ・ Anxiety | Multiple regression | The willingness and importance of simplifying the relationship between statistics and performance concerns in statistical quizzes. |
| | Austria | Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics | 225 undergraduate students | Statistics Anxiety Rating Scale (STARS) and statistical examination | ・ Examination and class anxiety ・ Fear to get help ・ Fear of Interpretation | Structural Equation Modelling (SEM) | Statistical worries have a direct negative impact on academic achievement |
| | Spain | Anxiety in The Statistics Class: Structural Relations with Self-Concept, Intrinsic Value, and Engagement in Two Samples of Undergraduates | 947 undergraduate students | Emotions Questionnaire (AEQ) | ・ Statistics class anxiety | Structural Equation Modelling (SEM) | Students with higher self-concept and intrinsic value experience less concern in statistical classes. They have a higher involvement which in turn increases achievement |
| | USA | Gender Differences in Statistics Anxiety with Undergraduate College Students | 156 undergraduate students | Statistical Anxiety Rating Scale (STARS) | ・ Examination and class anxiety ・ Statistical value ・ Self-efficacy | Correlations | For male students, there is no significant correlation between statistical concerns and course grades. As for female students, there is a significant correlation between statistical concerns and course grades |
| | Spain | Can Attitudes Toward Statistics and Statistics Anxiety Explain Students’ Performance? | 472 undergraduate students | Statistical Anxiety Scale (SAS) and statistics test | ・ Examination and class anxiety ・ Fear to get help ・ Anxiety | Structural Equation Modelling (SEM) | Statistical worries have indirect negative effects on achievement through attitudes toward statistics |
| Harris Shah Abd Hamid & Muhamad Karimi Sulaiman (2014) | Malaysia | Statistics Anxiety and Achievement in a Statistics Course among Psychology Students | 139 undergraduate students | Revised version of Statistics Anxiety Rating Scale (STARS) and mathematics quiz | ・ Examination and class anxiety ・ Fear to get help ・ Anxiety ・ Statistical value ・ Self-efficacy ・ Fear of statistical teacher | Correlation and Linear Regression | There is no significant relationship between statistical concerns and statistical achievement |
| | USA | Understanding Undergraduate Statistical Anxiety | 173 undergraduate students | Statistics Anxiety Measure (SAM) | ・ Classroom behavior ・ Behavior towards mathematics | Correlation | There is a negative relationship between statistical concerns and statistical achievement. |
| | Turkey | Instruction of Statistics via Computer-Based Tools: Effects on Statistics’ Anxiety, Attitude and Achievement | 97 undergraduate students | Statistics Anxiety Rating Scale (STARS) and Statistical achievement scale | ・ Examination and class anxiety ・ Fear to get help ・ Anxiety ・ Statistical value ・ Self-efficacy ・ Fear of statistical teacher | ANCOVA and MANCOVA | Computer-based statistics teaching reduces statistical concerns and increases statistical performance. |