Before, during, and after examination: Development of prospective preschool teachers' mathematics-related enjoyment and self-efficacy.

Autor/inn/en	Blömeke, Sigrid; Thiel, Oliver; Jenßen, Lars
Titel	Before, during, and after examination: Development of prospective preschool teachers' mathematics-related enjoyment and self-efficacy. Gefälligkeitsübersetzung: Vor, während und nach dem Examen: Entwicklung von mathematischem Spaß und Selbstwirksamkeit bei angehenden Erzieherinnen und Erziehern.
Quelle	In: Scandinavian journal of educational research, 63 (2019) 4, S. 506-519Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0031-3831; 1470-1170
DOI	10.1080/00313831.2017.1402368
Schlagwörter	Bildung; Erziehung; Einstellung (Psy); Selbstwirksamkeit; Mathematik; Wissenschaft; Spaß; Kindergartenerzieher
Abstract	This article examines the stability of Norwegian prospective preschool teachers' enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial stability (technically speaking, metric invariance) of enjoyment but not of self-efficacy. Self-efficacy increased significantly before and after the examination without decreasing enjoyment, which may be a result of increased learning time. Prior mathematical knowledge predicted the level and development of enjoyment and self-efficacy in both countries. Many Norwegian students reported low mathematics-related enjoyment and self-efficacy, including negative developments. It may be important to provide positive experiences of mathematical activities during preschool teacher education. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3