Theses and Dissertations

ORCID

https://orcid.org/0009-0005-8994-8694

Advisor

Winkler, Christa

Committee Member

Molina, Danielle

Committee Member

Moyen, Eric

Committee Member

Armstrong, Clay

Date of Degree

5-15-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Higher Education Leadership

Degree Name

Doctor of Philosophy (Ph.D.)

College

College of Education

Department

Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations

Abstract

Math anxiety has been widely documented as a barrier to student success, yet its role within institutional student success frameworks – particularly in gateway STEM courses – remains underexamined. The purpose of this quantitative study was to examine the relationship between math anxiety, academic support mechanisms, and academic performance among undergraduate STEM students enrolled in a gateway mathematics course at a large, public, research-intensive university. Guided by the Debilitating Anxiety Model, student success frameworks, Social Cognitive Career Theory, and equity-oriented perspectives, this study addressed three research questions: (1) how student demographic characteristics relate to levels of math anxiety, (2) the relationship between math anxiety and the use of institutional academic support mechanisms, and (3) the extent to which math anxiety and academic support mechanisms predict academic performance. Data were collected using survey instruments measuring math anxiety and academic support usage and were analyzed using correlational analyses, hierarchical multiple regression, and binary logistic regression techniques. Results indicated that math anxiety varied significantly across several demographic characteristics, including gender, disability status, and socioeconomic indicators. Higher levels of math anxiety were associated with increased use of academic support mechanisms, suggesting that students experiencing greater anxiety are more likely to seek institutional assistance. However, math anxiety remained a significant predictor of academic performance even after controlling for demographic variables, and higher levels of anxiety were associated with a decreased likelihood of academic success. While academic support mechanisms contributed to academic outcomes, the findings suggest that support services alone may not fully mitigate the negative effects of math anxiety. These findings highlight math anxiety as a meaningful and addressable barrier to student success in gateway STEM courses. Implications for practice include the need for proactive, integrated academic support models and instructional practices that address both cognitive and affective dimensions of learning. From an institutional perspective, addressing math anxiety represents an important opportunity to promote equity, improve STEM retention, and strengthen student success initiatives.

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