Indicators of middle school students' mathematics enjoyment and confidence

Christensen, Rhonda; Knezek, Gerald

doi:10.1111/ssm.12439

Cited by 16 publications

(12 citation statements)

References 54 publications

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“…The current study has several strengths. First, we explored remembered success with a broader range of school age groups than has previously been investigated, enabling us to begin to examine how developmental differences in cognition and motivation (e.g., Christensen & Knezek, 2020; Finn & Metcalfe, 2014; Ghetti & Bunge, 2012; Hulleman, et al, 2010; Ornstein & Liberty, 1973; Stipek, 1984) impact remembered success. Second, we examined the remembered success effect with authentic, grade-appropriate math problem-solving materials (in contrast to the types of math problems that were previously used with adults; e.g., Finn & Miele, 2016, 2021).…”

Section: Discussionmentioning

confidence: 99%

Investigating the remembered success effect with elementary and middle school students.

Finn,

Miele,

Wigfield

2024

Journal of Educational Psychology

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Section: Discussionmentioning

confidence: 99%

Investigating the remembered success effect with elementary and middle school students.

Finn,

Miele,

Wigfield

2024

Journal of Educational Psychology

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“…Finally, the present study was conducted with only adult participants. While the remembered success effect has been replicated with a relatively small sample of 10–12-year-old children (Hoogerheide & Paas, 2012), research on a larger sample of students, covering a broader range of ages, would allow us to examine how developmental differences in cognition and motivation (e.g., Christensen & Knezek, 2020; Finn & Metcalfe, 2014; Ghetti & Bunge, 2012; Hulleman, et al, 2010; Ornstein & Liberty, 1973; Stipek, 1984) impact the remembered success effect.…”

Section: Discussionmentioning

confidence: 99%

Boundary conditions of the remembered success effect.

Finn¹,

Miele²

2021

Journal of Applied Research in Memory and Cognition

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Challenging academic tasks that start or end with extra opportunities for success are sometimes preferred to challenging tasks that do not include these opportunitiesthis has been referred to as the "remembered success effect" (Finn, 2010). In a recent set of studies examining this effect, Finn and Miele (2016) presented participants with two tasks that each included the same number of challenging math problems, but added a relatively small number of easier math problems to the beginning or end of one of the tasks. They found that participants generally preferred the extended task over the shorter task and were more willing to repeat it, even though it took longer to complete and involved more effort overall. The present experiments extended this research by varying the number of easier problems added to the extended task, as well as the ease level of these problems. The results showed that, for the most part, the remembered success effect emerged regardless of the whether there was a larger or smaller number of easy problems, and regardless of whether these problems were moderately easy or very easy.

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“…Table 3 has a summary of the seven articles in this section. Compared to the other four areas of STEM, mathematics is a subject that students are less likely to enjoy (Christensen & Knezek, 2020) and they are less likely to endorse a growth mindset for mathematics (Ahn et al, 2016). Too many students tend to associate the ability to learn mathematics with an innate aptitude rather than through hard work, practice, and effort (Ahn et al, 2016).…”

Section: Growth Mindset In K-8 Mathematics Educationmentioning

confidence: 99%