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