Social Competency and Career-Related Anxiety as Predictors of Academic Achievement Among STEM Learners

This study investigates the role of social competency and career-related anxiety as predictors of academic achievement among undergraduate STEM learners in India. Recognizing the increasing emphasis on STEM education through national reforms like NEP 2020, the research explores non-cognitive factors influencing academic success within these disciplines. Drawing upon Social Cognitive Theory and Social Cognitive Career Theory, the study posits that interpersonal skills and emotional stressors related to career uncertainty significantly shape students’ academic performance. A sample of 260 STEM undergraduates from Aligarh Muslim University participated in a cross-sectional survey. Social competency and career-related anxiety were measured using validated Likert-scale instruments, while academic achievement was operationalized through self-reported semester percentages. Descriptive statistics, correlation analyses, and multiple regression modelling were employed to examine relationships among variables. Results revealed that social competency was a significant positive predictor (β = .30, p < .001) and career-related anxiety was a significant negative predictor (β = –.25, p = .001) of academic achievement. Together, the two variables explained approximately 16% of the variance in student grades (R² ≈ .16). The findings highlight the importance of socio-emotional skills in navigating collaborative learning environments, while also confirming that heightened anxiety about future careers undermines academic focus and performance. The study offers implications for curriculum development, recommending the integration of social-emotional learning and career guidance within STEM education. By addressing both competencies and anxieties, institutions can foster academic resilience and improve student outcomes in high-pressure academic contexts.