This paper reviews factors that contribute to the development of middle school students' interest in statistical literacy and its motivational influence on learning. To date very little research has specifically examined the influence of positive affect such as interest on learning in the middle-school statistics context. Two bodies of associated research are available: interest research in a mathematics education context and attitudinal research in a tertiary statistics context. A content analysis of this literature suggests that interest development in middle school statistics will be the result of a complex interplay of classroom influences and individual factors such as: students' knowledge of statistics, their enjoyment of statistics and their perceptions of competency in relation to the learning of statistics.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education