Mathematical Resilience Conference 2024 - Masha Apostolidu

Maths Resilience in Further Education: The Role of Self-Efficacy and Teacher Perceptions
This study delves into the pivotal role of mathematics self-efficacy in fostering mathematical resilience among Further Education (FE) students in the UK. It examines the interplay between individual characteristics, such as mathematical self-concept and self-regulation, and the students’ perceptions of past and present mathematics teachers’ support.
Recent policy mandates that FE students who have not previously attained a Level 2 qualification must now pursue a GCSE or Functional Skills Level 2 in maths. This study investigates the impact of mathematics related attitudes, particularly self-efficacy and anxiety, on FE students’ mathematical achievement. It evidences the need to explore the combined effects of students’ perceptions of their past and present maths teachers, alongside
individual characteristics, on their mathematics related self-efficacy and anxiety. This research is informed by previous studies that emphasise the complex interplay of individual and social variables in mathematical learning contexts.
Data for an exploratory correlational study is being collected via an online survey on the Qualtrics platform, with subsequent analysis through hierarchical multiple regression using SPSS. The study is designed to shed light on how students’ perceptions of their mathematics teachers correlate with their self-assessment of their mathematics ability and their level of
anxiety. Furthermore, the outcomes of this study will enhance knowledge of how self-efficacy relates to mathematical resilience. Understanding the dynamics between the perceptions of present and past mathematics teachers will be instrumental in developing targeted interventions to build mathematical resilience. Such interventions could potentially transform
the educational landscape by empowering students to overcome challenges and achieve success in mathematics.