Change in anxiety across the semester is negatively correlated with course grade and GPA for male students but not female students¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Male students showed significant negative correlations between course grade and change in science, spatial, and math anxiety, and between GPA and change in science anxiety; female students showed no significant correlations between performance and change in any anxiety measure. → Ariel A. Gonzalez 2019

Evidence¶

Ariel A. Gonzalez 2019¶

Ariel A. Gonzalez, Katherine L. Bottenhorn, Jessica E. Bartley, Timothy Hayes, Michael C. Riedel, Taylor Salo, Elsa I. Bravo, Rosalie Odean, Alina Nazareth, Robert W. Laird, Matthew T. Sutherland, Eric Brewe, Shannon M. Pruden and Angela R. Laird. (2019). Sex differences in brain correlates of STEM anxiety. npj Science of Learning 4:18. https://doi.org/10.1038/s41539-019-0058-9

q3 · i2 · associational · r2

FDR-controlled (0.25) correlations between change in anxiety and academic performance in the same cohort. The article states that female students demonstrated no significant correlations between GPA or grade and the change in any anxiety measure. A significant sex effect was observed for grade and Δspatial anxiety (Z = −2.033, P = 0.021).

"Conversely, male students exhibited signi ficant negative correlations between grade and Δanxietyscience (r(55) = −0.393, P = 0.003, αFDR = 0.03), Δanxiety- spatial ( r = −0.339, P = 0.011, αFDR = 0.06), and Δanxietymath (r = −0.296, P = 0.028, αFDR = 0.09), as well as between GPA and Δanxietyscience (r(49) = −0.416, P = 0.003, αFDR = 0.03)"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Anxiety is negatively correlated with physics course grade and GPA in sex-specific patterns at pre- and post-instruction — related
• Science anxiety increased significantly over the semester for both female and male physics students, with no sex-by-time interaction on any anxiety measure — related
• Longitudinal change in spatial anxiety tracks declining SN–CEN connectivity in female students, while change in math anxiety tracks declining SN–CEN connectivity in male students — related
• Female undergraduate physics students report higher science, spatial, math, and clinical anxiety than male students at both pre- and post-instruction — related
• No significant sex differences in incoming GPA or physics course grade despite sex differences in anxiety — related
• Male physics students show significant anxiety–tripartite-network connectivity correlations at pre- and post-instruction, while female students show none — related
• Female students had higher math course grades than male students, with no interactions between gender, math anxiety, and intervention group — related
• No GPA difference between male and female older learners, or across faculties — related
• Student personal and educational characteristics (gender, age, grade, GPA, courses taken, SAE type) were descriptively profiled for the 102 participants in the two groups — related