What role do students’ beliefs play in a successful transition from school to university mathematics?

Abstract

The transition from school to university is a challenging process for many students which is reflected in high dropout and low examination success rates during the first year at university. Qualitative studies have found hints that students’ beliefs play an important role during the transition. Due to their dialectic nature with cognitive as well as affective valences, it is sensible to assume that beliefs influence rather cognitive and objective criteria of a successful transition such as exam achievement as well as subjective criteria like satisfaction that draw on affective sources. However, quantitative studies have been mostly focusing on the role of students’ beliefs for study achievement, neglecting possible effects on students’ satisfaction and actual dropout. In this contribution, I draw a more holistic picture of the effects of beliefs during the transition by analysing effects on students’ achievement, students’ satisfaction and students’ actual dropout behaviour. Data from over 600 first-year students in a longitudinal quantitative study show that dynamic beliefs (that emphasize the process character of mathematics and the usability of mathematics in everyday life and other disciplines) have a positive impact during the transition, while static beliefs (focusing on schematic aspects of mathematics) are problematic.