ArticleNPJ science of learning2025
Math anxiety and science anxiety are associated with spatial cognition and STEM interest in deaf, hard of hearing, and hearing people.
Article in NPJ science of learning, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- General and Specific Facets of Anxiety: Psychometric Analysis and Impact on Cognitive Performance.Behavioral sciences (Basel, Switzerland) · 2026Article
- Assessing academic anxiety in d/Deaf, DeafBlind, and hard of hearing individuals.Frontiers in psychology · 2026Article
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Authors and funding
4 authors.
Funding
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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Registered trials
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