Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Hans Richter, Sebastian Geisler
University of Potsdam
⬇ Download PDFThe transition from school to a university mathematics program poses substantial challenges for many students and is associated with high dropout rates. Previous research has shown that students’ interest and self-concept are relevant for study satisfaction, although evidence has often been based on single lectures. The present study aims to replicate these findings using a larger sample comprising multiple university mathematics lecture courses and examines whether satisfaction differs between courses. To account for the hierarchical data structure, multilevel regression analyses were conducted. The results indicate that interest and self-concept related to university mathematics are positively associated with study satisfaction across courses, whereas school-related interest and self-concept show no clear associations.
InterestSelf-conceptStudy satisfactionTransition from school to university