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Autor/inn/en | Hilz, Anna; Guill, Karin; Roloff, Janina; Aldrup, Karen; Köller, Olaf |
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Titel | The Relationship between Individual Characteristics and Practice Behaviour within an Adaptive Arithmetic Learning Program |
Quelle | In: Journal of Computer Assisted Learning, 39 (2023) 3, S.970-983 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hilz, Anna) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0266-4909 |
DOI | 10.1111/jcal.12780 |
Schlagwörter | Mathematics Instruction; Student Characteristics; Knowledge Level; Prior Learning; Personality Traits; Self Concept; Mathematics Anxiety; Family Characteristics; Arithmetic; Grade 5; Study Habits; Drills (Practice); Foreign Countries; Germany Mathematics lessons; Mathematikunterricht; Wissensbasis; Vorkenntnisse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Selbstkonzept; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 05; 5. Schuljahr; Schuljahr 05; Study behavior; Study behaviour; Studienverhalten; Ausland; Deutschland |
Abstract | Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply-use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational-affective characteristics (mathematics self-concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non-academic-track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program; otherwise, they do not get the chance to benefit from the use. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |