Math anxiety mediates the association between gender and STEM-related attitudes: Evidence from a large-scale study
Ahmed M Megreya1, Elsayed E A Hassanein1, Ahmed A Al-Emadi1
1Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar.
Acta Psychologica
|January 11, 2025
Summary
Math anxiety (MA) negatively impacts attitudes towards Science, Technology, Engineering, and Mathematics (STEM). Interventions for anxious female students may boost STEM engagement.
Area of Science:
- Educational Psychology
- STEM Education Research
Background:
- Math anxiety (MA) is a widespread issue affecting student well-being and academic success globally.
- Understanding the relationship between MA, gender, and attitudes towards STEM is crucial for educational interventions.
Purpose of the Study:
- To investigate the associations between gender, math anxiety, and attitudes towards STEM in adolescents.
- To validate the factorial structure of the "Student Attitudes towards STEM Survey" (STEM-S).
Main Methods:
- A large-scale study involving 7172 students in grades 7-10 in Qatar.
- Analysis included examining the factorial structure of the STEM-S, correlations, multiple linear regression, and structural equation modeling.
Main Results:
- The STEM-S survey demonstrated a reliable three-factor structure.
- Females reported higher math anxiety and less favorable STEM attitudes than males.
- Math anxiety was strongly negatively correlated with STEM attitudes, and it mediated the relationship between gender and STEM attitudes.
Conclusions:
- Math anxiety significantly influences students' attitudes towards STEM, particularly for females.
- Targeted psychological interventions for students with high math anxiety, especially females, could enhance STEM participation.
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