Mathematics achievement and interest in mathematics from a differential perspective

By Aiso Heinze, Kristina M. Reiss, Rudolph Franziska. 2005

94 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7f5592de35f48b847ae2bd760c594cc4d8d17600

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “…they report more self-efficacy with regard to doing mathematics, and they frequently feel more positive emotions such as enjoyment while working on mathematical tasks than other students (Goetz et al. 2007; Heinze et al. 2005; Pekrun et al. 2011; Malmivuori 2006; Schukajlow and Krug 2014a).”
Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics (2017, background): “Interest has been repeatedly identified as a key predictor of achievement (Heinze et al. 2005) as well as planned and actual levels of participation (e.”
Undergraduate Students’ Understanding of Proof: Relationships Between Proof Conceptions, Beliefs, and Classroom Experiences with Learning Proof (2015, background): “Indeed, we now know that mathematics performance in general, and the reading and writing of proofs in mathematics in particular, is a complex one that depends on a wide expanse of beliefs, knowledge, and cognitive skills and that is uniquely shaped by the realm in which learning occurs (Heinze et al”
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, background): “Interest has been found to enhance students’ learning, to predict academic decisions such as students’ course choices in high school, and to have a positive effect on mathematics achievement (Heinze et al., 2005; Hidi & Harackiewicz, 2000).”
Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy (2014, methodology): “However, we do not know how different methods of teaching in the classroom influence students’ individual interest (Heinze et al., 2005) and how individual and classroom factors work together to increase or decrease interest (Carmichael et al.”