Fig 1.
Total effects of intervention on numeracy and decision outcomes.
Estimated marginal means of intervention (vs. control) from RMANOVAs on (A) subjective numeracy (SNS), range = 1–6, n = 199; (B) objective numeracy (ONS), out of 32 possible, n = 187; (C) health-related behaviors, range 0–1, n = 194; (D) financial literacy, range = 0–5, n = 193; and (E) financial outcomes, range 0–1, n = 194; all measured at the beginning (Time 1) and end (Time 2) of the academic term, with ethnicity and Time-1 financial outcomes entered as covariates. In each case, higher numbers means better performance or outcomes. Error bars indicate ± 1 SE.
Fig 2.
Numeracy-mediated indirect effects on decision outcomes.
Structural equation model of the effects of the numeracy intervention on financial literacy, financial outcomes, and health-related behaviors (n = 194), all assessed at the end of the term. Paths with p>.100 were removed from the model; *p<0.05, †p < .10. An unexpected negative indirect-only effect emerged of the intervention on Financial outcomes (not shown; B = -0.06, SE = 0.02). Path coefficients are unstandardized; standard errors are in parentheses. ONS = objective numeracy; SNS = subjective numeracy.
Fig 3.
Numeracy-mediated indirect effects on STEM-related outcomes
Structural equation model of the effects of the numeracy intervention on grades in the statistics course, future intentions to take more math-related courses, and additional math-intensive courses taken per term (n = 218). Paths with p>.100 were removed from the model; the remaining paths are *p < .050, †p < .10. Path coefficients are unstandardized; standard errors are in parentheses. ONS = objective numeracy; SNS = subjective numeracy.