Academic Maturity of Students in an Extended Programme in Mathematics

Autor/inn/en	Yani, Bridgette; Harding, Ansie; Engelbrecht, Johann
Titel	Academic Maturity of Students in an Extended Programme in Mathematics
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 7, S.1037-1049 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harding, Ansie) ORCID (Engelbrecht, Johann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1650305
Schlagwörter	Foreign Countries; Academic Ability; Mathematics Skills; Maturity (Individuals); Mathematics Education; College Preparation; Student Development; Undergraduate Students; Developmental Studies Programs; Educationally Disadvantaged; Mathematics Achievement; Outcomes of Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reifung; Mathematische Bildung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Mathmatics sikills; Mathematical ability; Lernleistung; Schulerfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper focuses on the students who are registered in the University of Pretoria's academic development programme, named the Four-year Programme (FYP). The programme was introduced as a gateway for students who are underprepared but have the potential to succeed and then continue their studies into the mainstream science programmes. Our research focuses on measuring the change in the academic maturity of these students. In the theoretical framework that we developed, academic maturity is subdivided into two components namely non-subject based maturity and subject based maturity (mathematical maturity). This paper focuses on measuring non-subject based academic maturity. The survey used for this purpose is called the Student Academic Readiness Survey (STARS), taken at the beginning of the year and after the first semester respectively. The results of the surveys are compared to measure the change in students' views. Results show that in all constructs there is a surprising decline in students' perceptions regarding their own abilities over the first semester at university. We use the Dunning--Kruger effect to explain this unexpected decline, in that students seem to develop a more realistic view of their own maturity, which in itself can be seen as a growth in academic maturity. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01