Does interest matter? The relationship between academic interest and achievement in mathematics

By Olaf Köller, Kai U. Schnabel, J. Baumert. 2001

531 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/54bb0f6ad0c0772224fb876d55db1b9fcfe3118a

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “In many other studies of subject-specific achievement, interest is not a direct predictor of achievement rather it works through mediating variables, for example, learning strategies and course selection (Dan & Todd, 2014; K€oller et al., 2001).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “Specifically , Köller , Baumert , and Schnabel ( 2001 ) found that interest in mathematics predicts achievement only at higher grade levels when stu - dents have a choice between more or less advanced courses .”
Academic Performance and Single-Sex Schooling: Evidence from a Natural Experiment in Switzerland (2015, methodology): “We use the same statements that have been used in relevant psychological studies in German speaking countries (e.g. Köller, Daniels, Schnabel, and Baumert, 2000; Köller et al., 2001).”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “In studies that examined math interest and utility value separately, a declining trend of math interest has been found across middle school and early adolescence, for instance, from 5th to 9th grade among a US sample (Petersen & Hyde, 2017) and from 7th to 12th grade among a German sample (Köller et”
The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance (2014, background): “(3) Does students’ interest predict their subsequent academic performance? We expected that a high level of interest would predict subsequent academic performance, as students who value and are interested in specific subjects are more likely to enjoy tasks in those subjects, to be more adaptively en”
Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, background): “The effects of high school coursework on achievement, self-concept, and interests have been explained by variability in the benefits for and constraints on students taking basic and advanced courses (e.g., Köller et al., 2001; Marsh, 2005).”
What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance (2015, background): “Individual interest and expectancies for success often co-occur (Hidi and Renninger 2006; Koller et al. 2001; Krapp 2000; Marsh et al. 2005), but success expectancies have not yet been tested as a moderator of directly-communicated utility value on interest.”