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  11. Math Anxiety And Science Anxiety Are Associated With Spatial Cognition And Stem Interest In Deaf, Hard Of Hearing, And Hearing People

Math anxiety and science anxiety are associated with spatial cognition and STEM interest in deaf, hard of hearing, and hearing people

Rachel Gabriella Pizzie1, Rachel Marie Sortino2, Christina Eun-Young Kim2

  • 1Educational Neuroscience Program, Gallaudet University, Washington, DC, USA. Rachel.pizzie@gallaudet.edu.

NPJ Science of Learning
|July 8, 2025

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View abstract on PubMed

Summary
This summary is machine-generated.

Math and science anxiety negatively impact STEM performance, even for individuals with strong spatial skills. Addressing this anxiety is crucial for improving STEM outcomes in all students.

Area of Science:

  • Cognitive Psychology
  • STEM Education

Background:

  • Students in Science, Technology, Engineering, and Mathematics (STEM) often face performance challenges due to math and science anxiety.
  • Spatial skills are recognized as important predictors of success in STEM fields.
  • Previous research has not fully clarified the relative impact of STEM anxiety versus spatial experiences on STEM outcomes.

Purpose of the Study:

  • To investigate the relationship between STEM anxiety, spatial experiences, and STEM outcomes.
  • To determine whether STEM anxiety or spatial experiences have a stronger association with STEM success.
  • To explore these relationships within a diverse sample including deaf, hard of hearing (DHH), and hearing adults with American Sign Language experience.

Main Methods:

  • An online study was conducted with 115 deaf, hard of hearing, and hearing adults.

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  • Participants completed a mental rotation task to assess spatial skills.
  • Self-reported data on interest in STEM and levels of math and science anxiety were collected.

    • Main Results:

    • Math and science anxiety were significant predictors of mental rotation performance.
    • Anxiety levels also significantly predicted interest in studying STEM.
    • These findings held true even when controlling for other spatial factors.

    Conclusions:

    • Math and science anxiety are critical factors influencing STEM performance and interest, irrespective of spatial abilities.
    • Addressing math and science anxiety is essential for fostering STEM success among both DHH and hearing individuals.
    • Interventions aimed at reducing anxiety may enhance participation and achievement in STEM fields.