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Mathematics interest, self-efficacy, and anxiety predict STEM career choice in emerging adulthood

Rebecca Ferdinand · Margherita Malanchini · Kaili Rimfeld

21 citations0/0 files storednpj Science of Learning

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Education, Achievement, and Giftedness Career Development and Diversity Cognitive and developmental aspects of mathematical skills

Abstract

Abstract To examine the combined effects of maths anxiety (MA), maths self-efficacy (MSE), and maths interest (MI) on STEM career choice, we analysed self-report data from 7908 Twins Early Development Study participants, collected at ages 16 (MSE, MI), 18 (MA) and 21 (STEM career choice). When analysed in the same model, MSE did not independently predict STEM career choice. MI (OR = 1.75) was a stronger predictor than MA (OR = 0.79), which was not significant after controlling for maths achievement. MI was a significant positive predictor of STEM career choices for both males (OR = 1.88) and females (OR = 1.77). However, MA was only predictive for males (OR = 0.62), and MSE was only predictive for females in the unadjusted model (OR = 1.77). These results highlight the importance of nurturing maths interest to bridge the STEM skills gap, regardless of sex. Future research should consider the co-development of maths-related psychological constructs to further understand their influence on STEM career paths.

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1994Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance 2008Validation and Standardization of the Generalized Anxiety Disorder Screener (GAD-7) in the General Population 1990The Nature, Effects, and Relief of Mathematics Anxiety 2013Gender Similarities and Differences 1990Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics.2016Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions 2011Math–Gender Stereotypes in Elementary School Children 2013Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields

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