Relationships and gender differences in math anxiety, math self-efficacy, geoscience self-efficacy, and geoscience interest in introductory geoscience students

Tools

Jameson, Molly M. and Sexton, Julie and London, Dina and Wenner, Jennifer M. (2024) Relationships and gender differences in math anxiety, math self-efficacy, geoscience self-efficacy, and geoscience interest in introductory geoscience students. Education Sciences, 14 (4). 426. ISSN 2227-7102 (https://doi.org/10.3390/educsci14040426)

[thumbnail of Jameson-etal-ES-2024-Relationships-and-gender-differences-in-math-anxiety]
Preview
 Text. Filename: Jameson-etal-ES-2024-Relationships-and-gender-differences-in-math-anxiety.pdf
Final Published Version
License: Creative Commons Attribution 4.0 logo
Download (244kB)| Preview

Abstract

While the role of affective factors in learning is well understood in geoscience, math attitudes have been overlooked. This study sought to explore the relationships between math attitudes and geoscience attitudes, namely math anxiety, self-efficacy, and geoscience interest. Baseline data were collected from 245 undergraduate students enrolled in introductory geoscience courses at three colleges and universities in the United States, with self-report measures of math anxiety, math self-efficacy, geoscience self-efficacy, geoscience interest, and demographic information. Results show strong relationships and predictive values of math attitudes for students’ geoscience attitudes, particularly for female-identifying students. This research provides important empirical support for the study of math attitudes in geoscience; additionally, educators can use this knowledge to inform their understanding of their students’ math attitudes and possible interest in geoscience.

ORCID iDs

Jameson, Molly M. ORCID logoORCID: https://orcid.org/0000-0002-3610-3066, Sexton, Julie, London, Dina and Wenner, Jennifer M.;
CORE (COnnecting REpositories)