Sorkio, Susa
(Helsingfors universitet, 2017)
The purpose of the present study was to examine predictions of mathematics self-concept and math-anxiety and mathematics intensions on the 15 year old participants. In addition, the study examined whether the students' mathematical performance and gender contribute to their mathematics intentions. Self-concept is the image that people have of themselves. Mathematics anxiety is a feeling of discomfort that arises when a person comes into situations that require mathematical reasoning skills and problem solving. Previous studies have shown that the mathematical self-concept, mathematics anxiety and mathematical skills predict students' course enrollment intentions and future career plans.
In this study the participants came from the 2012 nationwide Pisa study. The study involved 8829 15-year-old students, of which 5688 students responded to questions measuring mathematical self-concept and mathematics anxiety. Mathematical self-concept and mathematics anxiety were measured with 4-point Likert scales. Five forced-choice items measured students' plans regarding mathematics at some stage in the future.
Logistic regression analysis was used to identify variables that explained the students' mathematics intentions in the future.
Self-concept, mathematical performance and gender significantly predicted future mathematics intentions but math anxiety did not. Based on this and earlier studies it can be concluded that higher mathematical self-concept predict the intentions of young people to study mathematics in the future