Exploring relationships among individual differences in math anxiety, statistics anxiety, and self-efficacy in undergraduate students

Mathematics anxiety and statistics anxiety, along with low self-efficacy, often negatively impact student performance and interest in STEM fields. This research examines the unique patterns and interrelationships affecting students' confidence and dispositions in mathematical and statistical domains. Despite extensive research on individual effects and mathematics dispositions, limited studies examine these variables' concurrent mediation analyses and direct and indirect effects. The mediating role of self-efficacy in the relationship between mathematics anxiety and statistics anxiety remains underexplored. University students enrolled in introductory statistics courses completed self-report surveys on their mathematics dispositions and demographic information to investigate individual differences related to mathematics anxiety, statistics anxiety, and self-efficacy. Using structural equation modeling, we tested (a) the direct association between mathematics anxiety and statistics anxiety, (b) the indirect pathways from mathematics anxiety to statistics anxiety through mathematics self-efficacy, and (c) the indirect pathway through statistics self-efficacy. All variables were significantly correlated. Direct associations were significant, except for mathematics self-efficacy and statistics anxiety. The significant mediating role of mathematics self-efficacy on mathematics anxiety and statistics anxiety indicates the importance of self-efficacy in dispositional factors. Understanding these connections allows educators to develop targeted interventions to boost self-efficacy, thereby reducing anxiety and potentially improving student performance and interest in STEM fields.