How Maths Interest Outweighs Anxiety and Self-Efficacy in STEM Career Choices
A groundbreaking study published in npj science of Learning reveals that a student’s interest in mathematics is the most meaningful predictor of their decision to pursue a career in science, technology, engineering, and mathematics (STEM).The research,conducted by Rebecca Ferdinand and her team at Royal Holloway,University of London,highlights the complex interplay between maths anxiety,self-efficacy,and interest in shaping career trajectories.
The study was driven by the pressing shortage of STEM professionals in the UK, with estimates indicating a deficit of over 173,000 workers in the sector. This gap is further exacerbated by the underrepresentation of women in STEM fields, where only 27% of workers are female compared to 52% in the broader workforce.
While prior research has established that maths achievement in adolescence influences STEM participation, this study delves deeper into the psychological factors at play. “We wanted to explore whether maths motivational attitudes and maths anxiety have a role in STEM career choices beyond compulsory education settings,” explained Ferdinand.
The findings are striking. Maths interest emerged as the strongest predictor of STEM career choice, even after accounting for maths achievement and socioeconomic status. In contrast, maths anxiety initially appeared to deter students from STEM careers, but this effect diminished when maths achievement was considered.“We were surprised that maths self-efficacy didn’t predict STEM career choices alongside maths interest and anxiety,” Ferdinand noted.
Gender differences also played a role. While maths interest predicted STEM career choices for both males and females,maths anxiety was only a significant factor for males. This suggests that male students,who are often socialized to identify more strongly with maths,may experience a greater conflict between their anxiety and self-concept,leading them to disengage from STEM paths.
For females, maths self-efficacy was initially a predictor of STEM career choice, but this effect disappeared when maths achievement was factored in. This indicates that for women, confidence in mathematical ability is closely tied to actual performance, whereas for men, interest in the subject is a more dominant motivator.
“Our findings highlight that maths interest might play a more central role in STEM career choice than maths anxiety or self-efficacy,” Ferdinand said. “It also suggests that the gender gap in STEM could be at least partially due to a discrepancy in adolescent maths interest.”
The study does not establish causation, and other factors such as parental influence, teacher encouragement, and exposure to STEM role models may also shape career decisions. Ferdinand emphasized the need for further research: “Early childhood experiences of maths anxiety could affect maths interest and self-efficacy levels in adolescence, creating a more complex domino effect on STEM career choices.”
| Key Findings | Details |
|————————————–|—————————————————————————–|
| Strongest Predictor | Maths interest |
| Maths Anxiety | Significant only for males, linked to performance rather than direct aversion |
| Maths Self-Efficacy | Predicts STEM choice for females, but effect tied to maths achievement |
| Gender differences | Maths interest crucial for both genders; anxiety more impactful for males |
The study underscores the importance of fostering maths interest early in education to address the STEM skills shortage and bridge the gender gap. As Ferdinand concluded, understanding these individual differences in education choices could be key to improving access, social mobility, and the economic climate.
For more insights,read the full study,Mathematics interest,self-efficacy,and anxiety predict STEM career choice in emerging adulthood,published in npj Science of Learning.
How Maths Interest Outweighs Anxiety and Self-Efficacy in STEM career Choices
A groundbreaking study published in npj Science of Learning reveals that a student’s interest in mathematics is the most meaningful predictor of their decision to pursue a career in science, technology, engineering, and mathematics (STEM). The research, conducted by Rebecca Ferdinand and her team at Royal Holloway, University of London, highlights the complex interplay between maths anxiety, self-efficacy, and interest in shaping career trajectories. The study underscores the importance of fostering maths interest early in education to address the STEM skills shortage and bridge the gender gap in the field.
The Role of Maths Interest in STEM Career Decisions
Editor: Dr. Ferdinand, your study identifies maths interest as the strongest predictor of STEM career choices. Can you elaborate on why this factor is so influential?
Dr. Ferdinand: absolutely. Maths interest is a powerful motivator because it drives students to engage deeply wiht the subject, even when faced with challenges. Our research shows that students who are genuinely interested in mathematics are more likely to persist in STEM fields, regardless of their maths achievement or socioeconomic background. This suggests that fostering a genuine curiosity and enthusiasm for maths early on can have a lasting impact on career decisions.
The Impact of Maths Anxiety on STEM Pathways
Editor: Your study also explores the role of maths anxiety. How does this factor influence students’ choices,particularly across genders?
Dr. Ferdinand: Maths anxiety is intriguing because its impact varies by gender. For male students, higher levels of maths anxiety were linked to a reduced likelihood of pursuing STEM careers. We believe this is because boys are ofen socialized to identify strongly with maths,making anxiety a more significant conflict for them. For female students, maths anxiety did not have the same direct effect, but their confidence in their abilities (maths self-efficacy) was closely tied to their maths achievement.
Gender Differences in STEM Motivation
Editor: Your findings highlight notable gender differences. Can you explain how maths self-efficacy and interest play out differently for males and females?
Dr. Ferdinand: Certainly. For females, maths self-efficacy initially appears to be a predictor of STEM career choices.However, when we accounted for maths achievement, this effect disappeared, indicating that their confidence is closely tied to their performance. For males, conversely, maths interest was the dominant motivator, regardless of their actual performance. This suggests that fostering maths interest among both genders could be a key strategy for closing the gender gap in STEM.
Addressing the STEM Skills Shortage
Editor: With the pressing shortage of STEM professionals, how can educators and policymakers use these findings to encourage more students to pursue STEM careers?
Dr. Ferdinand: Our study underscores the importance of nurturing maths interest from an early age. Educators can achieve this by making maths more engaging and relevant to students’ lives.Additionally, addressing maths anxiety through supportive learning environments and positive reinforcement can help reduce barriers, especially for male students. Policymakers should also consider initiatives that highlight the diverse and exciting opportunities within STEM fields, making them more accessible to all students, regardless of gender or background.
Conclusion
This insightful interview with Dr. Rebecca Ferdinand highlights the critical role of maths interest in shaping STEM career choices, while also addressing the nuanced influences of maths anxiety and self-efficacy. The findings emphasize the need for early and targeted interventions to foster enthusiasm for mathematics, reduce anxiety, and bridge the gender gap in STEM. By understanding these psychological factors, educators and policymakers can better support students in pursuing rewarding STEM careers and addressing the global STEM skills shortage.
