Math Anxiety Affects Career Choices during Development

Autor/inn/en	Eidlin-Levy, Hili; Avraham, Elad; Fares, Laurain; Rubinsten, Orly
Titel	Math Anxiety Affects Career Choices during Development
Quelle	In: International Journal of STEM Education, 10 (2023), Artikel 49 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40594-023-00441-8
Schlagwörter	Mathematics Anxiety; Career Choice; Academic Achievement; Gender Differences; Elementary School Students; High School Students; Undergraduate Students; Student Attitudes; Identification; Correlation; Mathematics Instruction; Intervention; Barriers + Suchen Sie Ihr Suchwort? Schulleistung; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Identifikation; Identifizierung; Korrelation; Mathematics lessons; Mathematikunterricht
Abstract	Background: Links between math anxiety and the choice of a math-intensive career might change over develop- ment and difer by gender. The study included three research populations: primary school (N=87, 48 females, mean age=10.2), high school (N=107, 61 females, mean age=15.7), and university students (N=100, 53 females, mean age=27.4). Students completed a math anxiety questionnaire and reported their desired career choice. Results: Findings suggest that math anxiety directly predicted the career choice math intensity for high school and university students, but not primary school students. Gender had a direct efect on younger students, as female students attending primary and high school preferred careers with a lower math intensity. The efect of gender on career choice math intensity for university students was not direct but mediated by math anxiety. Conclusions: It is crucial to identify young students with math anxiety and provide appropriate math anxiety reduction programs to reduce the cumulative efect of math anxiety on academic achievement and career choice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01