Background The STEMM sector is increasingly vital, with a growing demand for skilled professionals. Beyond cognitive skills, non-cognitive factors such as motivation, affect, and attitudes have a significant influence on STEMM performance and aspirations. To gain an overview of the field of research, a second-order meta-analysis was conducted on the effectiveness of interventions on non-cognitive outcomes in STEMM education. A systematic search (2000–2023) identified 6664 review studies, from which 42 meta-analyses containing 64 meta-analytic effect sizes were included. These encompassed 1903 primary studies, covering both K-12 and higher education contexts. The interventions were categorized by the targeted outcome, intervention method, and targeted STEMM discipline. Results Mathematics was the most frequently studied subject, and common interventions included applications of educational technology and student-centered instruction. The most studied outcomes were attitudes towards STEMM and affective factors, such as mathematics anxiety and satisfaction. Overall, interventions showed a significant positive effect on non-cognitive outcomes (d = 0.42, 95% CI 0.35, 0.50, p < .001), indicating improved motivation, attitudes, or reduced anxiety toward STEMM. Effectiveness did not differ significantly across outcome types or intervention methods, although mathematics and general STEM studies showed slightly smaller effects. We also found substantial variability in the meta-analytic effects. Notably, gaps in the literature were identified. Affective states such as boredom and enjoyment were rarely addressed, and out-of-school contexts were underrepresented. Conclusion This highlights the need for more comprehensive and diverse meta-analyses. Nonetheless, student-centered teaching, games, and technology-based methods appear promising for enhancing non-cognitive outcomes in STEMM education.
Heller et al. (Thu,) studied this question.