In a groundbreaking study poised to reshape our understanding of STEM engagement, researchers have unveiled the intricate roles that mathematics-related psychological factors play in shaping students’ sense of belonging and identity within STEM fields. This expansive investigation, recently published in the International Journal of STEM Education, leverages advanced structural equation modeling to parse how attitudes, anxiety, and self-concept related to mathematics influence the emotional and cognitive connections students form with science, technology, engineering, and mathematics disciplines. The implications of this research extend far beyond academia, offering new avenues to foster diversity, inclusion, and sustained participation in STEM careers.
The cornerstone of this research lies in dissecting the psychological constructs that commonly sway students’ experiences and performance in mathematics—a foundational STEM discipline. Mathematics anxiety, a well-documented barrier that evokes feelings of tension and apprehension during math-related tasks, is explored not just as a standalone disruptor but as a factor that indirectly impacts students’ broader identification with STEM. Conversely, positive attitudes toward math and a robust math self-concept—essentially a person’s perceived competence in mathematics—emerge as pivotal constructs nurturing stronger STEM identities.
Employing structural equation modeling, an advanced statistical technique that allows for the examination of complex relationships between observed and latent variables, the research team mapped out how these variables interplay. The technique enabled them to quantify and confirm hypothesized pathways among mathematics anxiety, attitudes, self-concept, and subsequent effects on STEM sense of belonging and STEM identity. Unlike traditional correlational studies, this modeling approach rigorously disentangles direct and indirect relationships, delivering a nuanced understanding of how psychological factors cascade to influence identity formation within STEM.
One of the most compelling findings reveals that mathematics self-concept exerts a profound influence on STEM identity, overshadowing even direct attitudes toward math itself. This suggests that the belief in one’s capacity to understand and perform mathematics acts as a cornerstone in the psychological architecture underpinning STEM identity. In practical terms, initiatives intended to bolster STEM participation might benefit more from strategies that enhance math self-efficacy rather than merely encouraging positive sentiments toward the subject.
Mathematics anxiety plays a subtler yet no less significant role. While it directly hinders students’ feelings of belonging in STEM contexts—making them feel less accepted or integrated within STEM communities—it also indirectly diminishes their STEM identity by eroding their math attitude and self-concept. The bidirectional nature of these relationships highlights why addressing math anxiety should remain a priority not just for improving math performance but for cultivating inclusive STEM environments where all students can thrive.
Another critical dimension analyzed in this work is the sense of belonging—defined as the feeling of acceptance, inclusion, and support within STEM communities. This psychological construct is crucial for maintaining students’ motivation and commitment to persist in STEM pathways. The findings delineate that both math-related attitudes and anxieties feed into this sense of belonging, underscoring the importance of psychological support systems and culturally responsive educational practices in retaining diverse STEM learners.
By integrating psychological variables within the broader STEM identity framework, the study provides empirical evidence supporting the interplay between cognition and emotion in educational trajectories. Educational psychologists and STEM educators alike can draw from these insights to design interventions calibrated not just toward knowledge acquisition, but also toward fostering resilient and positive identities anchored in students’ mathematical experiences.
The research team also reflects on implications for gender and minority representation in STEM. Given that math anxiety disproportionately impacts underrepresented groups, the identified pathways highlight how disparities in these psychological factors may contribute to persistent STEM participation gaps. Thus, tailored support addressing these psychological barriers is vital for dismantling systemic inequities, enabling more inclusive STEM cultures where diversity is actively embraced and nurtured.
Additionally, the findings challenge some prevailing assumptions about the nature of STEM identity development. Instead of viewing attitude or anxiety in isolation, the integrated model reveals that these factors collectively shape identity and belonging in nuanced and interconnected ways. This demands a holistic approach in educational strategies that simultaneously target multiple psychological dimensions rather than single-issue solutions, which often fail to account for the complexity of human cognition and motivation.
The study further delineates that enhancing math self-concept may provide a dual benefit—mitigating anxiety and cultivating more affirmative attitudes—thereby creating a virtuous cycle enhancing STEM belonging and identity. This cyclical reinforcement opens a promising research avenue for interventions that leverage cognitive-behavioral techniques, peer mentoring, and experiential learning to remodel students’ internal narratives regarding mathematics and STEM engagement.
Importantly, the research design’s rigorous use of structural equation modeling allows for replication and extension across diverse educational contexts, helping to tailor STEM recruitment and retention policies on a broad scale. Stakeholders such as education policy makers, curriculum designers, and psychologists can utilize these model insights to develop evidence-based strategies maximizing impact across different populations and learning environments.
Such insights come at a critical juncture for global educational systems struggling to meet STEM workforce demands while striving for equitable access. As STEM fields continue to expand and evolve, attracting and nurturing talent from all socio-demographic backgrounds is an imperative challenge. This study’s revelations position the psychological landscape around mathematics as a pivotal battleground for influencing future STEM landscapes and workforce diversity.
Beyond academia and policy, the findings resonate with parents, teachers, and mentors who play frontline roles in shaping young people’s attitudes and confidence in mathematics. Understanding how emotional and cognitive responses to math feed into broader STEM identity formation equips these influencers with tools to inspire confidence, normalize challenges, and celebrate incremental growth—a recipe essential for sustained STEM engagement.
In sum, this comprehensive analysis casts new light on the multifaceted psychological pathways that bind math experiences to STEM identity. It charts a transformative course for STEM education—advocating for concerted efforts to nurture math confidence, alleviate anxiety, and create inclusive communities that fuel belonging. The research underscores the urgent need to reconceptualize STEM engagement not simply in terms of skills acquisition but as a deeply intertwined psychological journey, shaping who students become as STEM practitioners and innovators.
As educational landscapes worldwide grapple with persistent STEM participation challenges, this study’s evidence-based model equips stakeholders with a robust framework to foster more inclusive, confident, and enduring STEM identities. It heralds a future where psychological empowerment through mathematics serves as a foundation for unlocking the full potential of diverse learners, ultimately driving innovation and equity across science and technology domains.
Subject of Research: Mathematics-related psychological factors influencing STEM sense of belonging and identity.
Article Title: Roles of mathematics-related psychological factors in STEM sense of belonging and identity: a structural equation modeling analysis.
Article References:
Aguirre Munoz, Z., Viveros, M., Barajas-Salazar, B. et al. Roles of mathematics-related psychological factors in STEM sense of belonging and identity: a structural equation modeling analysis. IJ STEM Ed 12, 68 (2025). https://doi.org/10.1186/s40594-025-00586-8
DOI: https://doi.org/10.1186/s40594-025-00586-8
