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It is still largely underresearched whether different groups of students in the social sciences begin their studies in higher education with diverging attitudes towards statistics. In this article, we analyze whether gender and socio-cultural background affect statistics anxiety and statistics self-concept at the start of studies. A survey among 504 first-year students from two fields of study and two universities in Germany revealed considerable differences in students' attitudinaldoi:10.3217/zfhe-10-04/04 fatcat:mp2gm75khfextlz7rk3ok6allm