Swedish first-year engineering students’ views of mathematics, self-efficacy and motivation and their effect on task performance

Document identifier: oai:DiVA.org:ltu-75837
Access full text here:10.1080/0020739X.2019.1656827
Keyword: Social Sciences, Educational Sciences, Didactics, Samhällsvetenskap, Utbildningsvetenskap, Didaktik, Engineering student, Motivation, Self-efficacy, Task performance, Values, Mathematics Education, Matematik och lärande
Publication year: 2021
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We examine a group (N = 88) of Swedish first-year engineering students, their motivation, self-efficacy, and beliefs about the nature of mathematics, and how these relate to their task performance in mathematics. In our data, engineering students who emphasized the exact reasoning in their view of mathematics performed significantly better in a set of mathematical tasks than those who emphasized the applications of mathematics. Similarly, the higher self-efficacy and the intrinsic and utility values of mathematics relate to better performance in the tasks. In general, the students’ task performance was quite modest in relation to the expressed self-efficacy and motivational values.


Timo Tossavainen

Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
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Ragnhild Johanne Rensaa

Department of Electrical Engineering, The Arctic University of Norway, Narvik, Norway
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Monica Johansson

Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
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