Distinguishing successful students in mathematics - A comparison across European countries

Abstract

This study explores factors distinguishing students with the optimal pattern of high mathematics achievement and their positive self-related mathematics beliefs across 17 European regions using PISA 2012 data. Hierarchical cluster analysis with variables mathematics anxiety, students' achievement and students' perception of mathematics efficacy, mathematics self-concept and intrinsic motivation was used for this purpose. This yielded 4 different student groups. The profile of successful mathematics students (low mathematics anxiety, high achievement and highly perceived mathematics efficacy, self-concept and intrinsic motivation) was among them. The results indicate differences in the factors relevant to students' success in mathematics depending on whether their country mathematics literacy and mathematics anxiety scores are above or below the OECD average. Students' socioeconomic and cultural background and experience with pure mathematics tasks are factors relevant across all examined countries.