Are Interest and Enjoyment Important for Students' Performance? [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Schukajlow, Stanislaw; Krug, André
Titel	Are Interest and Enjoyment Important for Students' Performance? [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Secondary School Students; Secondary School Mathematics; Grade 9; Grade 10; Mathematics Achievement; Student Interests; Learner Engagement; Scores; Psychological Patterns; Problem Solving; Word Problems (Mathematics); Mathematics Tests; Performance; Germany + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studieninteresse; Problemlösen; Textaufgabe; Achievement; Leistung; Deutschland
Abstract	We conducted an experimental study with 192 ninth graders in which we investigated a connection between performance and students' interest and enjoyment using task-unspecific and task-specific questionnaires. Students were randomly assigned to experimental group 1 or to experimental group 2. In group 1, they were asked about their affective measures after task processing, and in group 2, they were asked before task processing. In both groups, students who achieved higher scores on the performance test reported stronger interest and enjoyment. The connection of performance to the task-unspecific and task-specific affective scales did not differ significantly and ranged between 0.15 and 0.47 for problems with and without a connection to the real world. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01