Gender moderation of the math anxiety–STEM outcome relations did not reach traditional significance, though effects were near threshold (d ≈ .28)¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Gender × Math Anxiety interaction was non-significant for both outcomes (% STEM Courses p = .075; STEM Grades p = .051), though women reported significantly higher math anxiety (d = −.823). → Daker 2021

Evidence¶

Daker 2021¶

Daker, R.J., Gattas, S.U., Sokolowski, H.M., Green, A.E., & Lyons, I.M. (2021). First-year students' math anxiety predicts STEM avoidance and underperformance throughout university, independently of math ability. npj Science of Learning 6:17. https://doi.org/10.1038/s41539-021-00095-7

q3 · i? · associational · r2

Moderation models testing gender: the article reports the interactions "failed to reach traditional significance levels" for both outcomes, while noting both were near threshold with effect sizes ~.28. Women reported significantly greater math anxiety (t(181) = −5.35, d = −.823).

"the Gender × Math Anxiety term failed to reach traditional significance levels ( α = .05) for either % STEM Courses ( β = .295, t(173) = 1.79, p = .075, Cohen’s d = .272) or STEM Grades ( β = .267, t(173) = 1.97, p = .051, Cohen’s d = .299)"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Gender is not a significant moderator of the math anxiety–performance relationship — possibly the same claim (merge candidate)
• Female students had higher math course grades than male students, with no interactions between gender, math anxiety, and intervention group — related
• Non-STEM grades moderate the negative math anxiety–STEM grades relation (stronger among high non-STEM achievers) but not the anxiety–STEM participation relation — related