ERIC Number: EJ1152305
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Success-Factors in Transition to University Mathematics
Bengmark, S.; Thunberg, H.; Winberg, T. M.
International Journal of Mathematical Education in Science and Technology, v48 n7 p988-1001 2017
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.
Descriptors: College Mathematics, Mathematics Instruction, Study Habits, Factor Analysis, Transitional Programs, Questionnaires, Statistical Analysis, Self Efficacy, Grade Prediction, Student Motivation, Grades (Scholastic), Foreign Countries, College Freshmen, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Sweden