Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Robin Göller
University of Klagenfurt
⬇ Download PDFHigh dropout rates in mathematics-intensive study programmes remain a persistent challenge in higher education. This study investigates how students’ dropout intentions are shaped by the interplay between performance feedback and engagement in exercise tutorials. Using a longitudinal design, data of 125 students in mathematics-intensive study programmes were analysed using linear mixed models. Findings reveal that performance feedback from a midterm exam acts as a critical calibration point, triggering a divergence in students’ dropout intentions. Especially for students with lower exercise engagement, midterm performance feedback is critical for dropout intention. In contrast, students with high exercise engagement tend to be less reactive to exam results. However, this immunity comes at a cost that is discussed.
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