Affective States of University Developmental Mathematics Students and Their Impact on Self-Efficacy, Belonging, Career Identity, Success and Persistence

Autor/inn/en	Deshler, Jessica; Fuller, Edgar; Darrah, Marjorie
Titel	Affective States of University Developmental Mathematics Students and Their Impact on Self-Efficacy, Belonging, Career Identity, Success and Persistence
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 5 (2019) 3, S.337-358 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deshler, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-019-00096-3
Schlagwörter	Affective Behavior; College Students; Remedial Mathematics; Self Efficacy; Sense of Community; Academic Persistence; Mathematics Achievement; Personality Traits; Learner Engagement; STEM Education; Career Planning; Anxiety + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Collegestudent; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; STEM; Karriereplanung; Angst
Abstract	The identification of factors that impact student success in mathematics courses has been a focus of a great deal of research since the early 2000s. The role of classroom approaches, teacher beliefs, and underlying student backgrounds have been studied in different ways. As a part of this effort researchers have studied the degree to which personality factors and affect contribute to (or mitigate) a student's level of effective engagement. In this work we present the results from the first semester of a two-year study of the role of anxiety, personality factors and self-efficacy in student success and career planning for a cohort of students entering a developmental mathematics course at the university level. We quantify the impact of anxiety on success and grade outcomes, as well as identify a personality factor interacting with success in a surprising way. We provide initial data regarding the students' sense of belonging in STEM disciplines and their self-efficacy levels, and then analyse their career planning patterns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01