Gendered differences in academic emotions and their implications for student success in STEM

Pelch, Michael A.

doi:10.1186/s40594-018-0130-7

Cited by 59 publications

(37 citation statements)

References 56 publications

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“…However, when mathematics self-efficacy was included in the model, only female gender and lower mathematics self-efficacy were significant predictors of mathematics anxiety. Gender differences are somewhat in line with research finding that female students tend to experience more anxiety in STEM classroom settings (Pelch, 2018). Interestingly, only lower mathematics selfefficacy predicted higher mathematics anxiety in social sciences student sample.…”

Section: Discussionsupporting

confidence: 81%

Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning

et al. 2020

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Background: Although mathematics anxiety and self-efficacy are relatively well-researched, there are several uninvestigated terrains. In particular, there is little research on how mathematics anxiety and mathematics selfefficacy are associated with deep (more comprehensive) and surface (more superficial) approaches to learning among STEM and social sciences students. The aim of the current work was to provide insights into this domain. Results: Bivariate correlation analysis revealed that mathematics anxiety had a very high negative correlation with mathematics self-efficacy. However, while mathematics anxiety correlated positively with surface approach to learning in the STEM student sample, this association was not statistically significant in the social sciences student sample. Controlled for age and gender, regression analysis showed that lower mathematics self-efficacy and female gender predicted higher mathematics anxiety, while only mathematics self-efficacy predicted mathematics anxiety in the social sciences student sample. Interestingly, approaches to learning were not statistically significant predictors in multivariate analyses when mathematics self-efficacy was included. Conclusions: The results suggest that mathematics self-efficacy plays a large role in mathematics anxiety. Therefore, one potential takeaway from the results of the current study is that perhaps improving students' mathematics selfefficacy could also be helpful in reducing mathematics anxiety. Since the current study was cross-sectional, it could also be that reducing students' mathematics anxiety could be helpful in boosting their mathematics self-efficacy. Future studies should aim to clarify the causal link in this relationship.

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Section: Discussionsupporting

confidence: 81%

Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning

et al. 2020

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“…The data, summarized in Appendix 3 in the Supplemental Material, Tables S11 and S12, suggest that women in the course that we studied experience or at least declare more negative emotions concerning exams than men. If further research confirms this pattern and links it to either heightened state anxiety during exams or a decreased willingness to prepare well for exams, it suggests solutions: women might benefit from a reduced emphasis on exams (Ballen et al ., 2017; Cotner and Ballen, 2018) or early interventions to reduce negative emotions about exam performance (Wäschle et al ., 2014; Pelch, 2018).…”

Section: Discussionmentioning

confidence: 99%

Can Test Anxiety Interventions Alleviate a Gender Gap in an Undergraduate STEM Course?

Harris

Grunspan

Pelch

et al. 2019

LSE

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Gender gaps in exam scores or final grades are common in introductory college science and engineering classrooms, with women underperforming relative to men with the same admission test scores or college grade point averages. After failing to close a historically documented gender gap in a large introductory biology course using interventions targeted at training a growth mindset, we implemented interventions designed to reduce student test anxiety. We combined evidence-based exercises based on expressive writing and on reappraising physiological arousal. We also used a valid measure to quantify test anxiety at the start and end of the course. This instrument measures an individual’s self-declared or perceived test anxiety—also called trait anxiety—but not the immediate or “state” anxiety experienced during an actual exam. Consistent with previous reports in the literature, we found that women in this population declared much higher test anxiety than men and that students who declared higher test anxiety had lower exam scores than students who declared lower test anxiety. Although the test anxiety interventions had no impact on the level of self-declared trait anxiety, they did significantly increase student exam performance. The treatment benefits occurred in both men and women. These data suggest that 1) a combination of interventions based on expressive writing and reappraising physiological arousal can be a relatively easy manner to boost exam performance in a large-enrollment science, technology, engineering, and mathematics (STEM) course and encourage emotion regulation; 2) women are more willing than men to declare that they are anxious about exams, but men and women may actually experience the same level of anxiety during the exam itself; and 3) women are underperforming in STEM courses for reasons other than gender-based differences in mindset or test anxiety.

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“…Higher test anxiety led to lower course grade for female students [13]. Female student more likely to become trapped in self-deprecating cycle driven by negative academic emotions [14]. Table 4 presents correlations between anxiety levels with oral case presentation test result.…”

Section: Resultsmentioning

confidence: 99%

Correlation between Anxiety Levels with Oral Case Presentation Test Results

Susanti¹,

Nabilah²,

Irasanti³

2019

Proceedings of the Social and Humaniora Research Symposium (SoRes 2018)

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Anxiety defines as an emotion characterized by feelings of tension, worried thoughts and physical changes that appear before an important life event. Medical students undergo several important tests in order to fulfil the requirements; one of those tests is oral presentation. The aim of this study is to analyse the correlation between anxiety levels with oral case presentation (OCP) test result in medical faculty students. A total 365 from first to fourth grade student participated in this test with simple random sampling technique. This study is using analytic observational method with cross sectional design. The anxiety level was measured using Hamilton Anxiety Rating Scales (HARS) questionnaire, and student performance data from oral case presentation test results. Statistical test is performed with chi-square test. The result of this study shows most of students have mild and moderate anxiety levels. There are correlations between anxiety levels with OCP test result in third and fourth grade medical faculty students, and there is no correlation between anxiety levels with OCP test result in first and second grade students. Anxiety can be induced by oral case presentation test, but anxiety can be essential to focus and to increase alertness especially during examination.

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Gendered differences in academic emotions and their implications for student success in STEM

Cited by 59 publications

References 56 publications

Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning

Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning

Can Test Anxiety Interventions Alleviate a Gender Gap in an Undergraduate STEM Course?

Correlation between Anxiety Levels with Oral Case Presentation Test Results

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