Roles of mathematics-related psychological factors in STEM sense of belonging and identity: a structural equation modeling analysis

Abstract Background The progression and retention of students in STEM (Science, Technology, Engineering, and Mathematics) disciplines are influenced by their performance in calculus courses, particularly among underrepresented minoritized (URM) and first-generation college students. Research stresses the importance of addressing psychosocial factors to bolster resilience, persistence, and positive self-concepts in STEM disciplines. Despite extensive research in this area, understanding of how mathematics-related psychological factors (e.g., math interest, self-concept, and anxiety) shape STEM sense of belonging and STEM identity remains limited. Interest in STEM is recognized as necessary for engaging individuals in STEM learning and careers, while self-concept and anxiety play significant roles in shaping students’ engagement and performance in STEM fields. Taking data from a larger college calculus, reform project, this study utilizes Structural Equation Modeling (SEM) to test the degree to which math-specific psychosocial factors (math interest, self-concept, and anxiety) mediate the relationship between STEM self-efficacy and engagement behaviors as well as the relationship between STEM self-efficacy and STEM sense of belonging and STEM identity within diverse student populations. Results The SEM analysis (n = 663) confirmed the hypothesized relationships among STEM self-efficacy, math motivators, engagement behaviors, and STEM psychosocial outcomes. Math interest showed a particularly strong effect on STEM psychosocial outcomes, suggesting interest is an important factor in enhancing STEM identity and sense of belonging. Mediation analyses demonstrated that math motivators and engagement behaviors partially mediated the relationship between STEM self-efficacy and STEM identity and sense of belonging, demonstrating the importance of addressing mathematics-related psychological factors in STEM education. Conclusions These findings call attention to the significant role of mathematics-related psychological factors in shaping students’ STEM sense of belonging and identity, particularly within minority-serving institutions. The study extends understanding of these relationships in diverse educational settings, emphasizing the complex roles of math motivators and self-regulation in shaping STEM psychosocial outcomes. These results offer valuable implications for enhancing the student experience in college calculus and fostering STEM career intentions among URMs. This work contributes to the educational research landscape, particularly in informing strategies aimed at enhancing student resilience and persistence in STEM fields.