The purpose of the current research was to investigate the relationship between preference for
numerical information (PNI), math self-concept, and six types of statistics anxiety in an attempt
to establish support for the nomological validity of the PNI. Correlations indicate that four types
of statistics anxiety were strongly related to PNI, and two were not related. Math self-concept
was also strongly related to PNI. Results suggest that higher PNI is associated with higher math
self-concept and lower statistics anxiety in graduate students, and indicate support for the
nomological validity of the PNI within the context of graduate statistics classes.