Determinants of Willingness to Study Mathematics and Actual Performance: Application of Theory of Planned Behavior
This study examined attitude toward Mathematics on willingness to study Mathematics and actual performance. Based on theory of planned behavior, student willingness to study Mathematics was conceptualized as important role to predict actual performance in previous studies. A framework illustrated the relationship between student confidence, student anxiety, student ability, and student self-control, and willingness to study Mathematics and actual performance. Data was collected from private university students (n = 554) using questionnaires. Factor analysis was conducted to generate unidimensional constructs with construct validity and reliability. Multiple regression was used to test the research framework. The results showed that student confidence, student anxiety, student ability, and student self-control influence student willingness to study Mathematics which leaded to actual performance of students in Mathematics. The implication of the results could be utilized to reinforce student performance, to create the interesting Mathematics class experience, and applicable to similar courses with high student anxiety.