Anxiety and Personality Factors Influencing the Completion Rates of Developmental Mathematics Students

International audienceStudents lacking core mathematical skills in algebra and arithmetic are traditionally placed into developmental mathematics courses at colleges and universities. These courses attempt to bridge the gap between students' existing skill sets and mastery levels needed to be successful at the level of college algebra, precalculus and calculus. In this paper we describe the interaction of anxiety and personality traits with course content completion for 404 students enrolled in a developmental mathematics course at a large research university in the United States.