Science Anxiety Research Articles

The S in STEM: gender differences in science anxiety and its relations with science test performance-related variables

BackgroundSTEM education has experienced significant growth due to its pivotal role in innovation and economic development. While cognitive factors like prior knowledge are known predictors of STEM success, non-cognitive factors, including attitudes and demographics, also play vital roles. However, there is a notable scarcity of research focusing on the "S" in STEM—science—compared to extensive studies in fields like mathematics. This study aims to address this gap by exploring gender differences in science test performance and related attitudes, providing insights into this under-researched aspect of STEM education.ResultsThe effective sample comprised 1839 Estonian 12th-grade students who took a computer-assisted science test. The test consisted of tasks combining chemistry, physics, biology, and geography, and a post-test survey was also administered. Across the total sample, the results showed that test performance positively correlated with test-taking duration, effort, and test importance. Test performance was negatively correlated with perceived test difficulty. Interestingly, while general science anxiety was not associated with test performance, subject-specific anxiety, especially chemistry anxiety had a negative association with test performance. While there were no gender differences in test performance, female students scored consistently higher on all science anxiety measures, compared to male students. Furthermore, female students assessed the science test to be more difficult, and they also took more time to complete the test. The correlations in gender subsamples mirrored those observed in the total sample.ConclusionsThe association between science test performance and test-related variables is nuanced: students might not necessarily have a “general” STEM anxiety but it may be associated with a specific subject. Moreover, the findings imply that although there are no gender differences in test performance, girls have a greater anxiety when it comes to natural sciences subjects. These findings indicate the need for investigating the origin of such anxieties, which do not seem to stem from aptitude.

The impact of cognitive emotion regulation strategies on math and science anxieties with or without controlling general anxiety

It is well-established that general anxiety associates with the lower use of adaptive emotion regulation and the higher use of maladaptive emotion regulation. However, no study has previously investigated the impact of cognitive emotion regulation on academic anxieties. Using a sample of secondary school students (N = 391), this study examined the impact of cognitive emotion regulation on math and science anxieties. Math anxiety showed stronger correlations with adaptive than maladaptive emotion regulation, whereas general anxiety showed stronger correlations with maladaptive than adaptive emotion regulation. Hierarchical regression analyses showed that math anxiety was associated with the high uses of acceptance, rumination and other-blame and the low uses of positive reappraisal and putting into perspective. However, with controlling science and general anxieties, math anxiety was associated with the high use of rumination and the low use of positive reappraisal. In contrast, science anxiety was associated with the high uses of acceptance and other-blame and the low use of positive reappraisal. Importantly, however, with controlling math and general anxieties, those science anxiety associations did not remain. Accordingly, these results might provide important insights for the specificity, etiology, and intervention of math anxiety.

Validation of Abbreviated Science Anxiety Scale in the Indian Context

The abbreviated science anxiety scale1 was validated in the Indian context with 290 secondary school students of grade 8 as the sample subjects. Exploratory factor analysis revealed the original two factors explaining 54.778 % of total variance in science anxity construct. Confirmatory factor analysis validated the factor structure of the construct with excellent goodness of fit estimates like CMIN/DF = 1.830, CFI = 0.969, TLI = 0.957, RMSEA = 0.054 and SRMR = 0.0392, conducted using the estimator maximum likelihood (ML). The floor and ceiling effect estimation for content validity showed that both the effects are absent with estimates way lesser than the benchmark of 15 % at 6.55 % and 0 % respectively. The internal consistency reliability estimation using Cronbach’s alpha found that the five items of the first factor “Learning science anxiety” and four items of the second factor “Science evaluation anxiety” had this estimate at 0.803 and 0.678 respectively, both of which fairly indicate good measurement of reliability of the scale. The education implications of the study are discussed.

Validity and reliability study of Turkish version of abbreviated science anxiety scale

The aim of this study is to adapt “Abbreviated Science Anxiety Scale”(ASAS) developed by Megreya et al. (2021) to Turkish and to investigate the reliability and validity of Turkish-ASAS. In the adaptation study, some steps were determined and implemented. After the English-Turkish translation validity of ASAS was ensured, data were collected within the scope of the survey study for reliability and validity studies. The study group in the scale adaptation study are experts (teaching staff in science education, Science teacher, and English teacher) and 410 middle school students (Grade 5, 6, 7 and 8). After the descriptive statistics and item analysis were made, a exploratory and confirmatory factor analysis was performed to reveal the factor structure. The adaptation stage findings shows the two-factor structure of ASAS. These factors are “learning science anxiety” and “science evaluation anxiety”. Cronbach Alpha reliability coefficient for ASAS-Turkish was calculated as 0.703. As in the original scale, ASAS-Turkish is a 5-point Likert type scale and consisting of 9 items. The results show that ASAS-Turkish is a short, valid and reliable tool. Low scores on the ASAS indicate low anxiety and high scores indicate high anxiety. It can be used to guide and enhance scientific study.

A bibliometric analysis covering the relevant literature on science anxiety over two decades

This study aimed to examine publications related to science anxiety to contribute to developing relevant literature. A bibliometric analysis was conducted on 71 articles published between 2003 and 2022 from the Scopus database. The analysis examined the bibliographic links between the sources, authors, countries, and publications through the VOSviewer software. The results regarding keyword analysis showed that the five most frequently used keywords in the selected articles are anxiety, science anxiety, students, self-efficacy, and education. The results also showed that 80% of research papers on science anxiety, among the top 10 highest cited publications, were conducted in the USA. All of the top-10 publications were published in journals that have published articles in education literature for a long time. In addition, the results indicated that half of the publications also used psychology education journals. Furthermore, the bibliographic coupling of the authors showed that research teams from the USA authored the most publications on science anxiety. In light of the results, recommendations for future studies are made in conclusion.

Effects of 5E Integrated STEM Based Activities on Middle School Students' Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields

Effects of 5E Integrated STEM Based Activities on Middle School Students' Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields

Chemistry Anxiety Among Bachelor-Level Students in Science Education

This research aims to investigate the reasons for anxiety among Bachelor's level Chemistry students. This study adopted a phenomenological research approach to elicit in-depth responses from teachers and students about their lived experiences and perceptions that cause anxiety in science classes due to the chemicals in the lab. The data was collected through in-depth interviews with students who suffer from anxiety in Chemistry classes. This study tried to uncover some of the roots of scientific fear. The interviews resulted in clear descriptions of the pupils' anxiousness. Fear appears to be linked to language issues, instructional approaches, and perception of chemistry views the student’s main source of anxiety is the language problem. Understanding the causes of science anxiety may also help educators construct more effective classes. They can think about the reasons for worry in these students and create some experiences for them to motivate them to complete the course. If teachers are aware of the issues that arise from students' chemistry anxiety, they can assist students in reducing their worry. furthermore, they can focus more effectively on course activities and materials. Using visual resources, asking questions, and creating activities that require active student participation, the instructor can help students overcome their passive approach to the subject during a lecture.

The Role of Student-Teacher Relation on Science Self-Efficacy and Science Anxiety in Face-to-Face and Distance Education

This study examines the role of student-teacher relations on science self-efficacy and science anxiety in face-to-face and distance education. The sample consisted of 309 students attending eighth grade in four different public lower-secondary schools in Turkey and was analyzed using a descriptive model. Student-teacher relation (STR), science self-efficacy (SSE), and science anxiety (SA) questionnaires were administered in both face-to-face and distance education. Gathered quantitative data were analyzed using descriptive statistics, Pearson moment correlation, and a one-sample t-test. The results show that the mean scores of the STR and SSE in face-to-face education are higher than in distance education. The Pearson moment correlation analysis indicates that STR has a significant and positive association with SSE, and a significant negative association with SA, in face-to-face and distance education. In addition, the one-sample t-test found statistically significant differences between the mean scores of the STR and SSE in face-to-face and distance education. This difference is in favor of face-to-face education. Furthermore, the mean scores of SA in distance education are significantly higher than in face-to-face education.

Home Environmental Factors and Science Anxiety Affecting Academic Performance of Pre-Service Science Teachers

This study aims to identify the significant relationship between the home environmental factors and science anxiety affecting the academic performance of all pre-service science education students at the University of Mindanao. The total data from this study came from 124 respondents who participated in completing the survey and was collected using a descriptive correlation design. The researchers used a random sampling technique to select the respondents. Using mean and Pearson r analysis revealed a significant relationship between home environmental factors and science anxiety affecting the academic performance of pre-service science teachers. The study found that parents' socioeconomic status and student attitude resulted in a high mean and reached a high level. In contrast, parental involvement reached a moderate level. Science Anxiety with an indicator of science content showed low anxiety levels. The result revealed no significant relationship between the variables affecting the academic performance of pre-service science teachers. This study advocates the learners' various effects of dealing with anxiety about the factors from the home environment and academic performance. It may consider giving guidance and support such as that will provide interest and motivation to students.

Task-based attentional and default mode connectivity associated with science and math anxiety profiles among university physics students

PurposeAttentional control theory (ACT) posits that elevated anxiety increases the probability of re-allocating cognitive resources needed to complete a task to processing anxiety-related stimuli. This process impairs processing efficiency and can lead to reduced performance effectiveness. Science, technology, engineering, and math (STEM) students frequently experience anxiety about their coursework, which can interfere with learning and performance and negatively impact student retention and graduation rates. The objective of this study was to extend the ACT framework to investigate the neurobiological associations between science and math anxiety and cognitive performance among 123 physics undergraduate students. ProceduresLatent profile analysis (LPA) identified four profiles of science and math anxiety among STEM students, including two profiles that represented the majority of the sample (Low Science and Math Anxiety; 59.3% and High Math Anxiety; 21.9%) and two additional profiles that were not well represented (High Science and Math Anxiety; 6.5% and High Science Anxiety; 4.1%). Students underwent a functional magnetic resonance imaging (fMRI) session in which they performed two tasks involving physics cognition: the Force Concept Inventory (FCI) task and the Physics Knowledge (PK) task. FindingsNo significant differences were observed in FCI or PK task performance between High Math Anxiety and Low Science and Math Anxiety students. During the three phases of the FCI task, we found no significant brain connectivity differences during scenario and question presentation, yet we observed significant differences during answer selection within and between the dorsal attention network (DAN), ventral attention network (VAN), and default mode network (DMN). Further, we found significant group differences during the PK task were limited to the DAN, including DAN-VAN and within-DAN connectivity. ConclusionsThese results highlight the different cognitive processes required for physics conceptual reasoning compared to physics knowledge retrieval, provide new insight into the underlying brain dynamics associated with anxiety and physics cognition, and confirm the relevance of ACT theory for science and math anxiety.

Influence of Peer Tutoring on Undergraduate Students’ Anxiety in Integrated Science: A Case Study of University of Education, Winneba

The study’s goal was to determine how peer tutoring affected the anxiety of undergraduate students studying Integrated Science at the University of Education, Winneba (UEW) in Ghana’s Central Region. The study used a cross-sectional survey research design. Out of 193 students majoring in Integrated Science in their last year at UEW, the researchers chose a sample size of 82 for the survey using a simple random selection procedure. Interviews and a questionnaire served as the study’s research tools. After the students completed the surveys, the respondents were then questioned to discover their answers. Statistical Package for the Social Science (SPSS) version 26.0 was used to enter, purify, and analyze the gathered data. The data were arranged into frequency and percentages using the descriptive SPSS function. Due to academic pressure and a fear of failing, the study’s findings indicated that the respondents experienced extremely high levels of anxiety in Integrated Science. In addition, it was discovered that one of the main contributors to Integrated Science anxiety was that most students paid attention to what their peers had to say about the program, and in particular, some courses, which had instilled fear in them even before they had taken the course. The study suggested that teachers do their best to aid students’ comprehension and that teachers should encourage students to interact more with one another.

Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry

Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p < 0.01) and anxiety (F(2,136) = 11.87; p < 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students’ understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted.

The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety

This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 64 intermediate participants was chosen from 93 students. Running a convenience sampling technique, target test-takers were randomly divided into the experimental groups (C-DA) and control (rater mediated assessment). Following that, both groups had pretests for oral and written skills. The Science Anxiety Scale (SAS) was also used to gauge their level of anxiety prior to treatment. The experimental group’s participants then received C-DA. Rater-mediated assessment, on the other hand, was given to the control group. Both groups took the post-test for writing performance, oral proficiency, and test anxiety at the conclusion of the treatment. According to the one-way ANCOVA analysis, the post-test results for the two groups were different. Based on the results, the experimental group outdid the control group on the oral proficiency, writing performance, and test anxiety post-tests. Iranian EFL learners were able to improve both their written and oral skills while experiencing less test anxiety thanks to C-DA. Finally, the conclusions, the implications, the limitations, and the suggestions for further studies were provided.

The impacts of math anxiety, science anxiety, and gender on arts versus sciences choices in Qatari secondary schools.

Previous studies showed small-to-moderate associations between students' performances in math and science and math anxiety and science anxiety, respectively. Accordingly, the high prevalence of these two forms of topic anxiety represent severe obstructions to the worldwide demand calling for improving the quality of math and science achievements and, subsequently, increasing career success in science, technology, engineering, and math (STEM) domains. Therefore, this study examined math anxiety and science anxiety among female and male students who were enrolled in Sciences vs Arts tracks in Grades 11 and 12 in a Middle Eastern Arabic-speaking country (Qatar), and investigated how gender, math anxiety and science anxiety could predict this enrollment. Results showed that students in the Arts track experienced higher levels of math anxiety and science anxiety than those in the Sciences track, regardless of the students' gender. However, a binary logistic regression analysis showed that science learning anxiety, but not evaluation science anxiety nor math learning or evaluation anxieties, significantly predicts students' enrollment in Arts and Sciences tracks. Therefore, STEM career success is associated with good knowledge of STEM domains and positive emotions towards math and science.

The Arabic version of the modified-abbreviated math anxiety scale: Psychometric properties, gender differences, and associations with different forms of anxiety and math achievement.

This study examined the psychometric properties (factor structure, measurement invariance, convergent and criterion validity, inter-correlations, and reliabilities) of an Arabic version of the modified-Abbreviated Math Anxiety Scale (m-AMAS) and gender differences in math anxiety in an Arabic speaking Middle Eastern country, Qatar. A large sample of students in grade 7 to 10 (N = 731) completed the m-AMAS, three different scales to measure science anxiety, test anxiety, and general anxiety, as well as a scholastic math achievement test. The two-factor structure of the m-AMAS was confirmed, with good to adequate reliabilities, and its compositional measurement invariance was established across girls and boys in the four grades. In addition, math anxiety correlated positively with science anxiety, test anxiety, and general anxiety. Regression analyses showed that math anxiety was negatively associated with math achievement, even when test anxiety, science anxiety, and general anxiety were considered. Furthermore, girls showed higher math anxiety than boys. These adequate psychometric properties of the Arabic m-AMAS suggest that the construct of math anxiety has a cross-cultural similarity.

Challenges of STEM Approach in Higher Education

Scientific advancement had been creating wisdom lag in society that demands quality involvement with science at all levels of life. The rapid growth of industrialization, automation, and allied insecurities across the globe requires people educated in a STEM discipline to focus on hands-on learning with real-world applications accosting a variety of skill sets, scientific might, and creativity. But what challenges are being faced in its adoption? How do overcome those challenges? This bibliometric analysis aimed to find the answer to these questions relating to STEM implementation in higher education along with way outs for improvement. Findings revealed a considerable number of deescalating factors such as socioeconomic status of the students, gender biases, lack of teachers’ understanding of STEM, the insufficiency of resources, and the eventual science anxiety. After deep deliberations over past literature, the authors suggest gradually pushing whole STEM education in a project-based manner, adopting an integrated STEM curriculum, focussing on the informal learning process, and

Causes, Effects and Management of Science Anxiety among Senior High School Students in Old Tafo Municipality of Ghana

The purpose of the study was to investigate the causes, effects, and management of science anxiety among Senior High School (SHS) students in the Old Tafo Metropolis of the Ashanti Region of Ghana. The descriptive survey research design was adopted for the study. A sample of 337 students were selected from Osei Kyeretwie Senior High School and Al Azhariya Islamic Senior High School using the stratified random sampling procedure. Data were collected by using the Science Anxiety Scale and analysed using descriptive and inferential statistics. The study revealed that the respondents had some level of science anxiety in relation to doing science homework, having a negative attitude toward the science teacher, having fearful when entering the science classroom as well as solving science problems. The study also revealed that the causes of science anxiety involve the content, lack of infrastructure, and inadequate teaching and learning materials to make the subject easy to understand. The study revealed that science anxiety affected students’ academic performance negatively, reduced their interest in science, prevent them from pursuing science programmes in the future, and also affected school attendance. The study recommended that school heads should provide the necessary infrastructure and teaching materials that will make the teaching and learning of science practical and easy to understand.

SCIENCE ANXIETY AS A PREDICTOR OF STUDENTS PREFERRED SUBJECT IN THE POST JUNIOR SECONDARY CLASSROOM

The world, including Nigeria, is increasingly seeking to improve its educational system to attain the desired scientific-driven society. Thus, education is geared towards science, technology, engineering, and mathematics (STEM). To this effect, Nigeria is investing in science-based education, and the students are encouraged to embrace science in their educational pursuits. Based on this, the present study examined students subject preference in the post junior secondary classroom based on science anxiety. One hundred and sixty-six students drawn from public and private secondary schools in the Kogi State participated in the study. Their level of science anxiety was assessed with the Science Anxiety Scale (Oludipe & Oludipe, 2019). The simple regression analysis performed on the data revealed that science anxiety statistically significantly predicted the respondents subject preference. Thus, the study concludes that science anxiety is a positive determinant of students choice of subject in the secondary school classroom.

Preservice Science and Mathematics Teachers Mathematics Anxiety and Beliefs about the Nature of Mathematics

Preservice Science and Mathematics Teachers Mathematics Anxiety and Beliefs about the Nature of Mathematics

An Investigation of Secondary School Students’ Anxiety and Motivation Levels towards Science Course in Terms of Some Variables

This work aims at studying the anxiety and motivation levels of secondary school students towards science course depending on gender, class levels, and their parents’ level of education. In addition, it was aimed to examine the relationship between students' anxiety, motivation, and academic achievement towards science course. The study relies on a relational scannig model within the context of the general scannig model. The research sample consist of 629 students who continue their education at public secondary school in Kastamonu Province, Turkey, in the 2019-2020 academic year. Anxiety Scale for Science Course, Motivation Scale for Science Learning, Personal Information Form, and science grade for the end of the first semester were used as data collection tools in the research. The data obtained from the research were analyzed using the SPSS 22 program. As a result of this study, it is found out that the secondary school students' science anxiety levels were incredibly low but, their motivation levels towards science course were high. Also, it was observed that there was a significant relationship between students’ science anxiety, science motivation and academic achievement. As to gender, it was determined that there was no significant difference between students' anxiety towards science course, and a significant difference between motivation towards science course. In addition, it was determined that students' anxiety and motivation towards science course differ significantly depending on class levels and their parents’ level of education.