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. 2021 Jun 14;6:17. doi: 10.1038/s41539-021-00095-7

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© The Author(s) 2021

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 3 — Figure 3 shows the predicted change in STEM outcomes associated with a 1 SD (standard deviation) increase in Math Anxiety among different groups of students. The estimates are derived from multiple regression models that include all predictors (including Math Ability) used in Fig. 1, as well as the relevant interaction term. The p-value associated with the relevant interaction term (Fig. a–b: Math Anxiety × non-STEM Grades; Fig. 3c–d: Math Anxiety × Gender) is shown at the bottom of each figure. This interaction term in effect formally tests for a difference between the two bars in that subfigure. Figure a and b show the predicted change in STEM outcomes associated with a 1 SD increase in Math Anxiety in students with 1 SD below or above the mean in non-STEM academic achievement (high vs. low non-STEM Grades). Figure c shows the predicted change in STEM outcomes associated with a 1 SD increase in Math Anxiety in female and male students. In each figure, the left y-axis shows the DV in standardized units, which corresponds to standardized β coefficients. The right y-axis shows the DV in the native units of each measure. Error bars reflect standard errors.