The purpose of this study was to evaluate how the impacts from the 2022 World Cup preparations in Qatar influenced local residents’ attitudes, personal and community quality of life perceptions, excitement about hosting the event, and support toward the event. The examination of the way mega sport event impacts influence residents’ perceptions of personal and community quality of life is lacking in the literature. Data were collected using systematic sampling in October 2014 from Qatari nationals and white-collar expatriates. Overall, 2,163 interviews with Qatari nationals (1,058) and white-collar expatriates (1,105) were completed. The results revealed that eight years before the event, sociocultural impacts were the most influential type of impact for residents’ attitudes toward the event, community and personal quality of life, excitement about the event, and support of the FIFA decision to host the event in Qatar.

No abstract

No abstract

Previous studies showed small-to-moderate associations between students’ performances in math and science and math anxiety and science anxiety, respectively. Accordingly, the high prevalence of these two forms of topic anxiety represent severe obstructions to the worldwide demand calling for improving the quality of math and science achievements and, subsequently, increasing career success in science, technology, engineering, and math (STEM) domains. Therefore, this study examined math anxiety and science anxiety among female and male students who were enrolled in Sciences vs Arts tracks in Grades 11 and 12 in a Middle Eastern Arabic-speaking country (Qatar), and investigated how gender, math anxiety and science anxiety could predict this enrollment. Results showed that students in the Arts track experienced higher levels of math anxiety and science anxiety than those in the Sciences track, regardless of the students’ gender. However, a binary logistic regression analysis showed that science learning anxiety, but not evaluation science anxiety nor math learning or evaluation anxieties, significantly predicts students’ enrollment in Arts and Sciences tracks. Therefore, STEM career success is associated with good knowledge of STEM domains and positive emotions towards math and science.

Mathematics performance has been measured in many different ways using, for example, mathematics tests and Grade Point Average (GPA) (Hart and Ganley, 2019). Several studies have found that there is a negative relationship between mathematics anxiety and mathematics performance (