Math Anxiety and Science Anxiety are Associated with Spatial Cognition and STEM Interest in Deaf, Hard of Hearing, and Hearing People

Students face a variety of challenges when pursuing education and careers in Science, Technology, Engineering, and Mathematics (STEM) fields. Many students experience decreased performance due to anxiety about quantitative concepts, namely math anxiety, science anxiety, and spatial anxiety. Although these anxieties are associated with decreased STEM performance, spatial skills have been associated with improved quantitative performance and better long-term outcomes. In this online study, we explored which factors would be associated with STEM outcomes in a population of deaf, hard of hearing (DHH), and hearing adults (N = 121). This population all had varying amounts of experience with a spatial language, American Sign Language, which might be associated with improved spatial skills. Participants completed a mental rotation task as a measure of spatial skills, and reported interest in STEM, in addition to completing other questionnaires on anxiety and spatial habits. Results suggest that math anxiety and science anxiety were significant predictors of mental rotation accuracy and interest in studying STEM, even when accounting for other visuospatial factors. This study suggests that for DHH and hearing populations alike, math and science anxiety are important factors that must be addressed for individuals to succeed in STEM.