Abstract
<p>Mathematics Anxiety (MA) has been studied mainly in heterogeneous samples and in students with mathematical difficulties, whereas elite STEM students remain largely understudied. This neglect is partly based on the assumption that choosing mathematics-intensive programmes implies uniformly positive attitudes toward mathematics. In the present study, we investigated MA and related constructs in a large sample of elite STEM students (N ≈ 4,600) at a leading technical university, comparing students across mathematics-light, mathematics-heavy, and pure-mathematics programmes and across different stages of study. Overall, MA was lower than in reference samples but showed substantial individual variation. MA followed a clear gradient across programmes and was higher in first-year students than in more advanced students. Exploratory factor analysis identified nine internally consistent factors that distinguished mathematics-specific constructs from language-related and general anxiety-related factors. Latent profile analyses further revealed distinct patterns of anxiety and, critically, profiles in which elevated MA co-occurred with strong positive mathematical experiences, particularly among pure-mathematics students. Together, these findings show that anxiety and positive engagement with mathematics are not mutually exclusive in elite STEM populations. They highlight the need for a differentiated understanding of MA and for targeted support that strengthens self-efficacy and resilience while sustaining students’ engagement and well-being.</p>