Table 1 Multiple regression models assessing the unique predictive effects of first-semester Math Anxiety and Math Ability on university STEM outcomes.

From: First-year students’ math anxiety predicts STEM avoidance and underperformance throughout university, independently of math ability

 

(A) DV: % STEM Courses

(B) DV: STEM Grades

Predictor

B

SE

t

p

d

B

SE

t

p

d

Math Anxiety

−.109

.026

−4.20

4E − 5

−.637

−2.406

.697

−3.45

7E − 4

−.524

Math Ability

.043

.023

1.91

.058

.290

.919

.602

1.53

.129

.232

% STEM Courses

–

–

–

–

–

-2.121

.652

-3.25

.001

−.493

STEM Grades

−.097

.030

−3.25

.001

−.493

–

–

–

–

–

Trait Anxiety

.026

.024

1.11

.267

.169

1.080

.623

1.74

.085

.263

Verbal Working Memory

−.004

.021

−.20

.841

−.031

.242

.542

.48

.655

.068

Gender

.002

.047

.03

.973

.005

.635

1.23

.52

.606

.078

non-STEM Grades

.157

.029

5.40

2E − 7

.819

7.579

.600

12.64

<2E − 16

1.92

Semesters Absent

.103

.021

4.98

2E − 6

.755

−.623

.585

−1.06

.289

−.161

  1. Note: All predictors are standardized and the DV in each model is in its native units. The B estimates can therefore be interpreted as the change in actual % STEM Courses or STEM Grades associated with a one standard deviation increase in the predictor. d refers to Cohen’s d measure of effect size. For both models, df = 174. Table 1A adjusted R2 = .347. Table 1B adjusted R2 = .554.
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