Post-instruction math anxiety mediates the relation between DMN–SN connectivity and physics course grade in male students¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In male students, including post-instruction math anxiety in the model reduced the total effect of DMN–SN connectivity on course grade to non-significance, with a significant indirect effect; science, spatial, and clinical anxiety did not mediate this relationship. → 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 · i? · associational · r2
Mediation analysis among male students tested eight models with pre- or post-instruction science, spatial, math, or clinical anxiety as mediators of the DMN–SN connectivity to course grade relation. Only post-instruction math anxiety produced a significant indirect effect (ab = −0.544, 95% bootstrap CI [−1.161, −0.128], 10,000 samples).
"We observed at post-instruction that including math anxiety as a variable reduced the total effect of DMN –SN and course grade, which was no longer signi ficant (indirect effect = −0.544, SE = 0.267, P = 0.042; 95% bootstrap con fidence intervals (CIs) = −1.161, −0.128)"
Discussion¶
Learner Variables¶
- Affect Regulation — predictor: learners who differ on it differ in outcomes
- 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
- 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
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