Mathematical literacy in undergraduates: role of gender, emotional intelligence and emotional self-efficacy

Abstract

This empirical study explores the roles that Emotional Intelligence (EI) and Emotional Self-Efficacy (ESE) play in undergraduates’ mathematical literacy, and the influence of EI and ESE on students’ attitudes towards and beliefs about mathematics. A convenience sample of 93 female and 82 male first-year undergraduates completed a test of mathematical literacy, followed by an online survey designed to measure the students’ EI, ESE and factors associated with mathematical literacy. Analysis of the data revealed significant gender differences. Males attained a higher mean test score than females and out-performed the females on most of the individual questions and the associated mathematical tasks. Overall, males expressed greater confidence in their mathematical skills, although both males’ and females’ confidence outweighed their actual mathematical proficiency. Correlation analyses revealed that males and females attaining higher mathematical literacy test scores were more confident and persistent, exhibited lower levels of mathematics anxiety and possessed higher mathematics qualifications. Correlation analyses also revealed that in male students, aspects of ESE were associated with beliefs concerning the learning of mathematics (i.e. that intelligence is malleable and that persistence can facilitate success), but not with confidence or actual performance. Both EI and ESE play a greater role with regard to test performance and attitudes/beliefs regarding mathematics amongst female undergraduates; higher EI and ESE scores were associated with higher test scores, while females exhibiting higher levels of ESE were also more confident and less anxious about mathematics, believed intelligence to be malleable, were more persistent and were learning goal oriented. Moderated regression analyses confirmed mathematics anxiety as a negative predictor of test performance in males and females, but also revealed that in females EI and ESE moderate the effects of anxiety on test performance, with the relationship between anxiety and test performance linked more to emotional management (EI) than to ESE.

Keywords:

• mathematical literacy
• numeracy skills
• attitudes
• confidence
• anxiety
• emotional intelligence
• emotional self-efficacy
• gender
• higher education
• undergraduates

Acknowledgements

This research was supported by the National Teaching Fellowship Scheme project strand initiative funded by the Higher Education Funding Council for England and managed by the United Kingdom's Higher Education Academy.

Notes

* Marks were awarded for partially correct answers in only 5 of the 10 test items.

**Percentage of males (N = 82) and females (N = 93) indicating they were ‘moderately’, ‘quite’ or ‘very’ confident; remaining respondents were ‘not at all’ or ‘a little’ confident.

Note: * and ** denote correlations are significant at the 0.05 and 0.01 levels, respectively.

N = 82, except for highest UK mathematics/numeracy qualification (N = 46).

6. Theory of intelligence: higher scores on the rating scale were indicative of a belief that intelligence is ‘malleable’ (i.e. incremental) rather than ‘fixed’.

10. Emotional intelligence (EI, measured using the situational test of emotion management)

11. Emotional self-efficacy (ESE) factor 1: Using and managing own emotions

12. ESE factor 2: identifying and understanding own emotions

13. ESE factor 3: dealing with emotions in others

14. ESE factor 4: perceiving emotion through facial expression and body language

Note: * and ** denote correlations are significant at the 0.05 and 0.01 levels, respectively.

N = 93, except for highest UK mathematics/numeracy qualification (N = 67).

6. Theory of intelligence: higher scores on the rating scale were indicative of a belief that intelligence is ‘malleable’ (i.e. incremental) rather than ‘fixed’.

10. Emotional intelligence (EI), measured using the situational test of emotion management.

11. Emotional self-efficacy (ESE) factor 1: using and managing own emotions.

12. ESE factor 2: identifying and understanding own emotions.

13. ESE factor 3: dealing with emotions in others.

14. ESE factor 4: Perceiving emotion through facial expression and body language.

*Total ESE score for all four factors.

1. GCSEs (general certificates of secondary education) represent the main qualification achieved after two years’ study by 16-year-olds at the end of their compulsory secondary level education. A2-level (advanced level) qualifications are normally awarded to pupils aged 18 years after two years’ further study of an ‘advanced’ syllabus. Pupils may ‘cash-in’ an AS qualification (after 1 year of post-16 study) or continue studying the subject for a further year to achieve the higher A2 qualification.