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Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect

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Abstract

This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting mathematics and science career interest in middle school students, while controlling for student math level. One hundred fifty-two seventh-grade students in a middle school in the USA participated in the study. Results revealed both similarities and differences on the relation among the intended variables by gender. The path analyses showed that, for boys, mathematics self-efficacy mediated the relation between implicit theories of intelligence and mathematics and science career interest. In addition, student mathematics level exerted a direct impact on mathematics anxiety, growth mindset, and career interest for boys. For girls, mathematics anxiety exerted a direct impact on their career interest. Implications of the results are discussed.

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Authors and Affiliations

  1. School of Teacher Education, College of Education and Behavioral Sciences, Western Kentucky University, Bowling Green, KY, 42101, USA

    Xiaoxia Huang

  2. Department of Curriculum and Instruction, University of Houston, Houston, TX, 77204, USA

    Jie Zhang

  3. South Warren Middle School, 295 Rich Pond Rd, Bowling Green, KY, 42104, USA

    Laura Hudson

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  1. Xiaoxia Huang
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  2. Jie Zhang
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  3. Laura Hudson
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Correspondence to Xiaoxia Huang.

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Xiaoxia Huang. School of Teacher Education, College of Education and Behavioral Sciences, Western Kentucky University, Bowling Green, KY 42101, USA. Email: xiaoxia.huang@wku.edu

Current themes of research:

Designing and evaluating technology-enhanced learning environments in various formal and informal settings to support cognitive, affective, and motivational processes in learning.

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Huang, X., & Cribbs, J. (2017). Examples as an instructional tool in mathematics and science classrooms: Teachers’ perceptions and experience. Pedagogies: An International Journal, (12)4, 374-390. DOI: 10.1080/1554480X.2017.1362349

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Jie Zhang. Department of Curriculum and Instruction, University of Houston, Houston, TX 77204, USA. Email: jzhang64@uh.edu

Current themes of research:

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Zhao, Q., Zhang. J., & Kaleigh, V. (2013). Motivated or paralyzed? Individual differences in theories of intelligence performance outcome of expecting rapid feedback. Learning and Individual Differences, 23, 168-171.

Laura Hudson. South Warren Middle School, 295 Rich Pond Rd, Bowling Green, KY 42104, USA. Email: laura.hudson2@warren.kyschools.us

Current themes of research:

Curriculum and Instruction. Motivation. Basic Psychological Need Fulfillment. Leadership

Most relevant publications:

Hudson, L. M. (2015). What factors of motivation predict achievement of college readiness? A study of self-determination and college readiness (Doctoral Dissertation). Retrieved from https://digitalcommons.liberty.edu/doctoral/1004.

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Huang, X., Zhang, J. & Hudson, L. Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect. Eur J Psychol Educ 34, 621–640 (2019). https://doi.org/10.1007/s10212-018-0403-z

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