Affective variables in the transition from school to university mathematics

International audienceThe transition from school to university mathematics is a difficult step for students, which many of them do not succeed to manage immediately. In this contribution we use questionnaires, which measure mathematics-related affective variables as well as subject-unspecific affective variables and students' achievement during the semester to predict the outcome of the exams at the end of the first semester (as a first indicator for success in their studies) and the students' attendance in this exams (as an indicator for early dropout). We are interested in whether the mathematics-related or the “general” affective variables are more suitable to predict the students' exam attendance and the exam outcome. The students' achievements during the semester turned out to be the best predictor for the exam outcome, whereas the students' attendance was best predicted by their interest in mathematics