Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations

By S. Schukajlow, D. Leiss, Reinhard Pekrun, Werner Blum, M. Müller, Rudolf Messner. 2012

253 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/17e1f327a51504785962f4353409ae9dd1ca7b89

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Factors Affecting Students’ Attitude toward Mathematics: A Structural Equation Modeling Approach (2017, background): “The choice of instructional strategy can influence students’ affect towards mathematics (Hodges & Kim, 2013; Hosack, 2006: 47; Schukajlow et al., 2012).”
Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education (2017, result): “Relatedly, student-oriented forms of teaching promote students’ interest and self-concept in mathematics, compared with traditional directive teaching (Schukajlow et al., 2012).”
Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics (2017, background): “In contrast, Schukajlow and his associates (Schukajlow et al. 2012; Schukajlow and Krug 2014) identified teaching practices that”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, methodology): “2000) and implies, among other practices, the correct use of mathematical procedures or so-called intramathematical performance (Niss et al. 2007; Schukajlow et al. 2012).”
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, methodology): “Consequently, teaching methods for modelling problems have often included elements that are aimed at improving the construction of a real-world model (Greefrath et al., 2018; Kaiser & Brand, 2015; Schukajlow et al., 2012).”
Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy (2014, methodology): “Some research findings have indicated stronger improvement in students’ interest in student-centered learning environments, where students work in groups, rather than in teacher-centered instructional settings (Lerkkanen et al., 2012; Schukajlow et al., 2012).”
Achievement goals, emotions, learning, and performance : A process model (2015, unknown): “…experiences beyond anxiety (Zeidner, 1998), the present study also evaluated the emotions of boredom (e.g., Nett, Goetz, & Daniels, 2010; Nett, Goetz, & Hall, 2011; Pekrun et al., 2010) and enjoyment (e.g., Goetz, Frenzel, Hall, & Pekrun, 2008; Goetz et al., 2006; Schukajlow et al., 2012).”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “2012) or examined the impact of interventions on students’ self-efficacy (Schukajlow and Krug 2012; Schukajlow et al. 2012; Stylianides and Stylianides 2014).”
SCCT Research in the International Context (2017, background): “Math performance was positively related to interest in math among sixth graders in Germany (Preckel, Goetz, Pekrun, & Kleine, 2008), and self-efficacy in math was also found to be positively correlated with interest in math in a sample of ninth graders in the same country (Schukajlow et al., 2012).”