Development of interest in mathematics and mathematical self-concept at the transition from school to university and its relation to study success

Abstract According to theories of person-environment fit, study success results from a high degree of congruence between personal characteristics and characteristics of the learning environment. As mathematics at school and university differ greatly, students often experience a mismatch between expectations and experiences at the beginning of their studies. In this study, we investigate possible delimitation and adaptation processes by describing the development of selected affective characteristics, namely, interest and self-concept, during the students’ first semester. To this end, data were collected from 268 students at 3 measuring points (beginning, middle, and end of the semester). Considering the students’ cognitive prerequisites, the influence of interest, self-concept, and their development on achievement (examination grade) and satisfaction as criteria for study success is analyzed. Our results indicate that students’ achievement is positively predicted by their initial self-concept but also by the development of their self-concept in the first few weeks and their grade point average at school. Study satisfaction is also predicted by initial self-concept, but more strongly by initial interest and its development during the semester. Our results thus emphasize the importance of students’ affective characteristics in addition to cognitive prerequisites (grade point average at school, prior mathematics knowledge) for subsequent achievement and study satisfaction. Accordingly, university support measures at the transition from school to university should also pay more attention to affective characteristics such as self-concept and interest.