View in EDS

Mind the Gap: Investigating Misaligned Mathematics Study Intentions and Perceived Capabilities

Saved in:
Bibliographic Details
Title: Mind the Gap: Investigating Misaligned Mathematics Study Intentions and Perceived Capabilities
Language: English
Authors: Erin Mackenzie, Kathryn Holmes, Nathan Berger, Matt Thompson, Mathematics Education Research Group of Australasia (MERGA)
Source: Mathematics Education Research Group of Australasia. 2025.
Availability: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Peer Reviewed: N
Page Count: 8
Publication Date: 2025
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Secondary Education
Elementary Education
Grade 7
Junior High Schools
Middle Schools
Grade 8
Grade 9
High Schools
Descriptors: Secondary School Students, Student Attitudes, Mathematics Education, Intention, Student Characteristics, Foreign Countries, Value Judgment, Self Efficacy, Difficulty Level, Grade 7, Grade 8, Grade 9, Anxiety
Geographic Terms: Australia
Abstract: Strengthening lower secondary students' attitudes toward mathematics is key to addressing declining enrolments in higher-level courses. This mixed-methods study examined the alignment between students' perceived mathematics capability and study intentions, as well as demographic and attitudinal differences. Results suggest that students with aligned intentions had more adaptive attitudes than those with an intentions-capability gap. Many who intended to study below their perceived capability cited low utility value, suggesting that enhancing mathematics' perceived utility could increase higher-level enrolments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED676451
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED676451
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED676451
AccessLevel: 3
PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mind the Gap: Investigating Misaligned Mathematics Study Intentions and Perceived Capabilities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Erin+Mackenzie%22">Erin Mackenzie</searchLink><br /><searchLink fieldCode="AR" term="%22Kathryn+Holmes%22">Kathryn Holmes</searchLink><br /><searchLink fieldCode="AR" term="%22Nathan+Berger%22">Nathan Berger</searchLink><br /><searchLink fieldCode="AR" term="%22Matt+Thompson%22">Matt Thompson</searchLink><br /><searchLink fieldCode="AR" term="%22Mathematics+Education+Research+Group+of+Australasia+%28MERGA%29%22">Mathematics Education Research Group of Australasia (MERGA)</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Mathematics+Education+Research+Group+of+Australasia%22"><i>Mathematics Education Research Group of Australasia</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Value+Judgment%22">Value Judgment</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Strengthening lower secondary students' attitudes toward mathematics is key to addressing declining enrolments in higher-level courses. This mixed-methods study examined the alignment between students' perceived mathematics capability and study intentions, as well as demographic and attitudinal differences. Results suggest that students with aligned intentions had more adaptive attitudes than those with an intentions-capability gap. Many who intended to study below their perceived capability cited low utility value, suggesting that enhancing mathematics' perceived utility could increase higher-level enrolments.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED676451
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED676451
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Value Judgment
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Mind the Gap: Investigating Misaligned Mathematics Study Intentions and Perceived Capabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mathematics Education Research Group of Australasia (MERGA)
      – PersonEntity:
          Name:
            NameFull: Erin Mackenzie
      – PersonEntity:
          Name:
            NameFull: Kathryn Holmes
      – PersonEntity:
          Name:
            NameFull: Nathan Berger
      – PersonEntity:
          Name:
            NameFull: Matt Thompson
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Mathematics Education Research Group of Australasia
              Type: main
ResultId 1