Math anxiety and science anxiety are associated with spatial cognition and STEM interest in deaf, hard of hearing, and hearing people.

IF 3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

npj Science of Learning Pub Date : 2025-07-09 DOI:10.1038/s41539-025-00336-z

Rachel Gabriella Pizzie, Rachel Marie Sortino, Christina Eun-Young Kim, Rachel Inghram

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引用次数: 0

Abstract

Many students in STEM experience decreased performance due to anxiety, namely math and science anxiety. However, spatial skills are correlated with better STEM outcomes. Our research addressed a previous gap in the literature, investigating if STEM anxiety or spatial experiences have a stronger relationship with STEM outcomes. In this online study, we explored which factors were related to STEM outcomes in a sample of deaf, hard of hearing (DHH), and hearing adults (N = 115) who had experience with American Sign Language, which has been associated with improved spatial skills. Participants completed a mental rotation task, and self-reported interest in STEM, and anxiety. Results showed math and science anxiety were significant predictors of mental rotation performance and interest in studying STEM, even when accounting for other spatial factors. For DHH and hearing people alike, math and science anxiety are important factors that must be addressed to encourage STEM success.

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数学焦虑和科学焦虑与聋人、重听人和听力正常的人的空间认知和STEM兴趣有关。

许多STEM学生由于焦虑而表现下降，即数学和科学焦虑。然而，空间技能与更好的STEM成绩相关。我们的研究解决了之前文献中的一个空白，调查STEM焦虑或空间体验是否与STEM结果有更强的关系。在这项在线研究中，我们探讨了哪些因素与STEM结果相关，这些因素来自聋人、听力障碍（DHH）和听力健全的成年人（N = 115），他们有美国手语的经验，这与空间技能的提高有关。参与者完成了一项心理轮换任务，并自我报告了对STEM的兴趣和焦虑。结果显示，即使考虑到其他空间因素，数学和科学焦虑也是心理旋转表现和学习STEM兴趣的重要预测因素。对于DHH和听力正常的人来说，数学和科学焦虑是必须解决的重要因素，以鼓励STEM的成功。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

npj Science of Learning Multiple-

CiteScore

5.40

自引率

7.10%

发文量