USING PREFLECTION PROMPTS IN THE TRANSITION TO TERTIARY MATHEMATICS FOR IDENTIFYING AND ADDRESSING NEGATIVE EMOTIONS

Abstract

In higher education, empowering students to become self-directed and motivated learners is an ongoing challenge. This paper explores the transformative potential of preflection prompts, strategically employed at the start of a course, to enhance self-efficacy and motivation among first-year undergraduate maths students. Drawing on empirical data, we identify four primary themes encapsulating students’ learning barriers: (1) resuming mathematical studies after a hiatus, (2) the enduring impact of past academic setbacks, (3) anticipated hurdles in motivation and organisation, and (4) concerns regarding teaching methods and digital learning platforms. These themes provide insights for educators and institutions seeking to support and elevate the learning experiences of diverse student populations. By addressing these barriers early on and promoting self-reflection, we aim to guide students toward a path of enhanced self-efficacy, intrinsic motivation, and more successful academic journeys. This research offers a roadmap to cultivate a conducive learning environment that nurtures students’ self-directed learning skills and fosters their overall well-being.