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Increasing Retention in Mathematics Courses: The role of self-confidence in Mathematics on Academic Performance

Author

Listed:
  • Adriana Espinosa

    (The City College of New York)

  • Aleksandr Tikhonov

    (The City College of New York)

  • Jay Jorgenson

    (The City College of New York)

Abstract

Underachievement rates in mathematics for the United States have been alarming for a long time. While the reasons have been studied at length, a large area pays close attention to self-confidence as predictor of academic performance. Most research on this area however, is based on high school students. This study extends this line of work by assessing self-confidence and its effect on academic performance among college students. Using quantile regression we show that self-confidence positively impacts class performance for the middle and bottom quantiles, but not the top 75th percent. These results imply that simple and costless confidence boosting exercises conducted in the classroom may have a positive impact on at risk students, and consequently retention. The results appear to be generalizable, rather than localized to summer school students.

Suggested Citation

  • Adriana Espinosa & Aleksandr Tikhonov & Jay Jorgenson, 2016. "Increasing Retention in Mathematics Courses: The role of self-confidence in Mathematics on Academic Performance," Proceedings of International Academic Conferences 3305468, International Institute of Social and Economic Sciences.
    • Handle: RePEc:sek:iacpro:3305468
    as

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    File URL: https://iises.net/proceedings/21st-international-academic-conference-miami/table-of-content/detail?cid=33&iid=010&rid=5468
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    References listed on IDEAS

    as
    1. Koenker, Roger W & Bassett, Gilbert, Jr, 1978. "Regression Quantiles," Econometrica, Econometric Society, vol. 46(1), pages 33-50, January.
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    Keywords

    Retention; self-confidence; mathematics; Fennema-Sherman; academic performance;
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