A new study published in npj Science of Learning shows that students’ inclination towards STEM occupations is influenced more by their interest in maths than by their confidence in their ability to learn or their anxiety about the subject.
The study drew attention to the persistent shortage of STEM professionals in the UK. Experts estimate that the sector is short of more than 173,000 workers, which is a barrier to economic growth and technological innovation. This is further compounded by the fact that women are underrepresented in STEM fields as almost half of STEM workers are women.
The importance of social-cognitive factors and emotions in predicting future STEM participation has been questioned in previous studies. Yet, research has neglected to examine how these factors influence actual career decisions rather than educational intentions. To address this lack of evidence-based findings, the researchers examined data from a large, longitudinal cohort.
Rebecca Ferdinand, a PhD student at Royal Holloway, University of London, authored a study to determine whether math skills are more influenced by motivational attitudes and anxiety than learning and achievement, and whether this holds true for STEM career choices beyond compulsory education.
The researchers used the Twins Early Development Study, a multi-year longitudinal study in England and Wales. The study included 7,908 participants who provided self-reported data at different ages, such as at age 16, 16, 18 and 21. STEM career choice was determined by factors such as the number of degrees or apprenticeships obtained in a STEM-related field, as well as interest in mathematics and socio-economic status.
Participants filled out standardized questionnaires that assessed their confidence in solving mathematical problems, enjoyment of and engagement with mathematics, and general anxiety, as well as socio-economic status.
The study indicated that interest in mathematics was the most important factor in choosing a STEM career. Even after taking math achievement and socioeconomic status into account, those who were more interested in math were more likely to choose STEM careers. Math anxiety was found to be significantly associated with lower chances of choosing STEM careers, but this discrepancy was resolved by examining math achievement. This suggests that the negative effect of math anxiety on STEM participation may be greater than a direct aversion to STEM fields.
The results showed that when compared with math self-efficacy, math interest and anxiety did not independently appear to be more likely to choose STEM careers, indicating that a thorough knowledge of math skills may be more important when making academic and career decisions.
The relationship between math self-efficacy and STEM career prospects was surprising, given the latter’s emphasis on math and their aversion to it, Ferdinand told PsyPost.
Self-efficacy may have an indirect effect on career choices by promoting interest and participation in math-related subjects, as there is a strong correlation between self-efficacy and interest.
The patterns of influence of psychological factors differed by gender, with a positive correlation. Interest in mathematics was negatively correlated for Buchholz psychology professors (M. Maths) and graduates (M.A. in Betriebswirtschaftsprüfung).
Given the disparity in math anxiety between men and women, it was clear that both genders were interested in STEM careers. One plausible explanation is that men, who often socialize and work to identify with mathematics, may find that men have a greater disconnect between anxiety and self-concept, resulting in them leaving STEM fields; conversely, while it is possible that women have higher rates of math anxiety, this uncertainty has little impact on their career choice.
For example, in unadjusted models, math self-efficacy showed “a strong predictor of [female] STEM career choice”, which decreased when math achievement was factored in and suggested that for women, confidence in math is probably more closely linked to actual performance in that subject than for men, although these findings contradict previous research which found that “women often underestimate the effect of confidence in one’s ability on choosing a STEM career”, but “intelligence is more strongly influenced by self-efficacy”.
Ferdinand suggested that the high proportion of STEM career candidates passionate about math may be influenced by their own interests, not math anxiety or self-efficacy.
The study indicates that math interest, anxiety, and career choice are strongly correlated, but not causal. In addition, Odyssey reports that parents and teachers, as well as parents and teachers, can have an influence on students’ career trajectories.