Determinants of Willingness to Study Mathematics and Actual Performance: An Application of the Theory of Planned Behavior

Abstract

The purpose of this quantitative study is to examine in light of the theory of planned behavior how students’ attitude toward mathematics affects their willingness to study mathematics and their performance. As was the case in previous studies, student willingness to study mathematics is conceptualized as a predictor of actual performance. The conceptual framework outlines the relationship between student confidence, anxiety, ability, and self-control, on the one hand, and student willingness to study mathematics and actual performance on the other. Data was collected from students enrolled at a private university in Bangkok, Thailand, via a questionnaire. A factor analysis was conducted to generate unidimensional constructs with construct validity and reliability. Multiple regression was used to test the research framework. The results show that student confidence, student anxiety, student ability, and student self-control influence student willingness to study mathematics, which in turn affect students’ actual performance in mathematics. The results could be utilized to reinforce student performance in mathematics and create an interesting mathematics class experience and be applied to similar courses that generate high student anxiety.