Anxiety is negatively correlated with physics course grade and GPA in sex-specific patterns at pre- and post-instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i2–i3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Among female students, course grade was negatively correlated with math and clinical anxiety at pre-instruction, and with math and clinical anxiety at post-instruction. → Ariel A. Gonzalez 2019 q3 i3 Among male students, GPA and grade were negatively correlated with science and math anxiety at post-instruction, and GPA with math anxiety at pre-instruction. → Ariel A. Gonzalez 2019 (2)

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 Pearson correlations (0.25) between anxiety and performance among female physics students at pre-instruction: course grade correlated negatively with math anxiety (r = −0.321) and clinical anxiety (r = −0.534).

"course grade was negatively correlated with math anxiety ( r(46) = −0.321, P = 0.030, αFDR = 0.09) and clinical anxiety (r(46) = −0.534, P<0.001, αFDR = 0.03)"

Ariel A. Gonzalez 2019 (2)¶

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 · i3 · associational · r2

The same correlation analysis among male students at post-instruction found GPA and course grade each negatively correlated with science and math anxiety (e.g., GPA with math anxiety r = −0.449). The article concludes that high post-instruction STEM anxiety was associated with poor academic performance.

"Among male students at post-instruction, GPA was negatively correlated with science anxiety ( r(49) = −0.370, P = 0.009, αFDR = 0.09) and math anxiety ( r(49) = −0.449, P = 0.001, αFDR = 0.03), and similarly, grade was also negatively correlated with science anxiety ( r(55) = −0.354, P = 0.008, αFDR = 0.06) and math anxiety ( r(55) = −0.422, P = 0.001, αFDR = 0.03)"

Discussion¶

Learner Variables¶

• Academic Anxiety — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Change in anxiety across the semester is negatively correlated with course grade and GPA for male students but not female students — related
• Post-instruction math anxiety mediates the relation between DMN–SN connectivity and physics course grade in male students — 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 undergraduate physics students report higher science, spatial, math, and clinical anxiety than male students at both pre- and post-instruction — related