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Success-factors in transition to university mathematics

Artikel i vetenskaplig tidskrift
Författare Samuel Bengmark
H. Thunberg
T. M. Winberg
Publicerad i International Journal of Mathematical Education in Science and Technology
Volym 48
Nummer/häfte 7
Sidor 988-1001
ISSN 0020-739X
Publiceringsår 2017
Publicerad vid Institutionen för matematiska vetenskaper
Sidor 988-1001
Språk en
Länkar doi.org/10.1080/0020739x.2017.13103...
Ämnesord Mathematics, transition, tertiary, self-efficacy, motivation, study habits, views of mathematics, pre-knowledge, grades, 1st-year mathematics, students, performance, motivation, experience, secondary, chemistry, autonomy, Education & Educational Research
Ämneskategorier Matematik

Sammanfattning

This study examines different factors' relative importance for students' performance in the transition to university mathematics. Students' characteristics (motivation, actions and beliefs) were measured when entering the university and at the end of the first year. Principal component analysis revealed four important constructs: Self-efficacy, Motivation type, Study habits and Views of mathematics. Subsequently, orthogonal partial least squares (OPLS) analysis was used for measuring the constructs' ability to predict students' university mathematics grades. No individual constructs measured at the time of entrance predicted more than 5% of the variation. On the other hand, jointly they predicted 14%, which is almost in pair with upper secondary grades predicting 17%. Constructs measured at the end of the first year were stronger predictors, jointly predicting 37% of the variation in university grades, with Self-efficacy (21%) and Motivation (12%) being the two strongest individual predictors. In general, Study habits were not important for predicting university achievement. However, for students with low upper secondary grades, the textbook and interaction with peers, rather than internet-based resources, contributed positively to achievement. The association between Views of mathematics and performance was weak for all groups and non-existing for students with low grades.

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