Assignment Habits, Course-External Distractions, and in-Class Experiences: Factors Affecting Weekly and Whole-Semester Performance in Statistics

Ninety-one undergraduates in a statistics course completed start- and end-of-class surveys each meeting over a semester. Self-reported in-class engagement was associated with wakefulness levels, but not stress or competing responsibilities. Assignment performance was negatively associated with feeling challenged by the assignment. HW completion strategies were mostly not associated with performance.