Examining Undergraduate STEM Success: Testing Emotions and Stereotype Threat as Predictors

• In Event: 75.017 - Emotions and Their Role in STEM Learning

Abstract

Abstract
The purpose of this study was to examine undergraduate student success in STEM fields; specifically, how the control-value theory of emotions and gender stereotype threat predicted perceived success and self-reported GPA. One-hundred and two undergraduate students completed an online survey assessing mathematics stereotype threat, emotions, control, value, and success. Emotions were significantly correlated with control, value, and success; stereotype threat had no significant correlations. Control and value were significantly mediated by emotions as predictors of success and GPA, whereas stereotype threat was not directly or indirectly related to success or GPA. Females also reported significantly more math related anxiety than males. The results support Pekrun’s (2006) theory of emotion and question the viability of investigating stereotype threat using surveys.

Authors

• Lindsey Beth Leker, University of North Dakota

• Robert H. Stupnisky, University of North Dakota