Non-STEM grades moderate the negative math anxiety–STEM grades relation (stronger among high non-STEM achievers) but not the anxiety–STEM participation relation¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i0–i1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The Math Anxiety × non-STEM Grades interaction was non-significant for % STEM Courses (β = −.025, d = −.061). → Daker 2021 q3 i1 The Math Anxiety × non-STEM Grades interaction was significant for STEM Grades (β = −.140, d = −.441). → Daker 2021 (2)

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 · i0 · associational · r2

Moderation regression for % STEM Courses with the same covariates as the primary models; the printed interaction effect size was "Cohen’s d = −.061", negligible, so no moderation of the participation outcome.

"non-STEM Grades did not moderate the relation between Math Anxiety and % STEM Courses ( β = −.025, t(173) = −.40, p = .687, Cohen’s d = −.061)"

Daker 2021 (2)¶

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 · i1 · associational · r2

Moderation regression for STEM Grades in the same sample: the printed interaction was "β = −.140, t(173) = −2.90, p = .004, Cohen’s d = −.441"; among students 1 SD above the mean in non-STEM Grades, high math-anxious students were predicted to score 8.48 points worse than low math-anxious peers.

"but did moderate the relation between Math Anxiety and STEM Grades ( β = −.140, t(173) = −2.90, p = .004, Cohen’s d = −.441)"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Math ability fails to predict unique variance in either STEM participation or STEM achievement once math anxiety is controlled for — related
• Gender moderation of the math anxiety–STEM outcome relations did not reach traditional significance, though effects were near threshold (d ≈ .28) — related