Why examining precursor non-cognitive variables is critical to improving STEM teaching and learning

This study examined key non-cognitive variables among first-year undergraduate STEM majors, with a focus on mathematics self-efficacy and mathematics anxiety as early indicators of student persistence and success. The research emphasized the importance of identifying these variables before introducing complex curricular content, positioning them as foundational conditions that shape how students engage with learning.

Using the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ), researchers measured four factors: general mathematics self-efficacy, grade anxiety, in-class assignment anxiety, and future-oriented confidence in mathematics. Pre- and post-survey data following peer-led tutoring sessions indicated a reduction in mathematics anxiety and a modest increase in mathematics self-efficacy. Students reported being “often” or “sometimes” anxious about mathematics while simultaneously expressing moderate confidence in their mathematical performance.

Analyses also explored stereotype threat as a psychological precursor to anxiety. Prior research indicates that stereotype threat contributes to higher mathematics anxiety, particularly among women in predominantly White institutions. Findings from this study suggest that institutional context may moderate these effects, supporting a working hypothesis that culturally affirming environments can reduce anxiety and strengthen confidence.

Overall, results underscore the value of intentionally examining non-cognitive variables as a strategic step in teaching and learning. By addressing these factors early, educators can improve instructional focus, reduce student anxiety, and support stronger engagement and persistence in STEM learning pathways.