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AuthorMegreya, Ahmed M.
AuthorAl-Emadi, Ahmed A.
Available date2024-07-16T06:15:14Z
Publication Date2023
Publication NamePeerJ
ResourceScopus
Identifierhttp://dx.doi.org/10.7717/peerj.14510
ISSN21678359
URIhttp://hdl.handle.net/10576/56703
AbstractPrevious 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.
SponsorThis study was made possible by an NPRP-C # Subproject (NPRP12C-33955-SP-90), which is part of a cluster project (NPRP12C-0828-190023) from the Qatar national research fund (a member of Qatar foundation). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
Languageen
PublisherPeerJ Inc.
SubjectGender differences
Math anxiety
Science anxiety
STEM careers
TitleThe impacts of math anxiety, science anxiety, and gender on arts versus sciences choices in Qatari secondary schools
TypeArticle
Volume Number11
dc.accessType Open Access


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