Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Sebastian Geisler
University of Potsdam
⬇ Download PDFHigh dropout rates illustrate students’ difficulties with university mathematics. Previous studies showed that interest and self-concept for university mathematics as well as the development thereof predict dropout. Therefore, this study examined the effects of students’ beliefs on interest, self-concept and the development of both variables. Using latent change score models, data from 286 first year students was analysed. The results show that students’ beliefs are related to interest and self-concept regarding university mathematics at the beginning of the first term, but beliefs do not predict the development of interest and self-concept. Moreover, beliefs regarding university mathematics were more relevant than beliefs regarding school mathematics. Implications for teaching and further research are discussed.
BeliefsInterestSelf-conceptTransition to University Mathematics