Interest development during the first year at university: do mathematical beliefs predict interest in mathematics?

Liebendörfer, Michael; Schukajlow, Stanislaw

doi:10.1007/s11858-016-0827-3

Cited by 18 publications

(8 citation statements)

References 45 publications

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“…This decline has even occurred in innovative course designs that focused less on mathematical theory and more on mathematical thinking and problem solving (Kuklinski et al, 2018). Surprisingly, no such decline was found for future lower secondary school teachers, perhaps because their courses also included topics from mathematics education and real-life connections (Liebendörfer & Schukajlow, 2017). Students in such combined courses may see more utility value in the material, thus preventing their interest from dropping.…”

Section: Interestmentioning

confidence: 97%

Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest

Liebendörfer

Schukajlow

2020

Educ Stud Math

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Interest is a key motivational variable in higher mathematics education, yet there is a lack of theory-based interventions that are designed to increase interest. On the basis of the expectancy-value theory of achievement motivation, we investigated how reflecting on the utility value of mathematics affects interest. The current research was aimed at identifying effects and key characteristics of interest-fostering reflections. In a randomized controlled trial, N = 58 German preservice teachers were asked either to reflect on the utility value of mathematics or write a mathematical text. Interest was measured before and after the intervention. Unlike findings from prior studies, the path analysis did not reveal any effect of these reflections on interest. However, the quality of the reflections predicted future interest in addition to prior interest, indicating possible benefits of utility-value interventions. To better understand the underlying relation between reflections and interest, we performed an in-depth analysis of the quality of students’ reflections and presented characteristics of interest-fostering reflections.

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Section: Interestmentioning

confidence: 97%

Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest

Liebendörfer

Schukajlow

2020

Educ Stud Math

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“…Interest is an important motivational construct that has recently gained considerable attention in mathematics education (Carmichael at al. 2017;Liebendörfer and Schukajlow 2017;Rellensmann and Schukajlow 2017;Ufer et al 2017). Interest represents a person-object relationship and is characterized by engagement and re-engagement with the content (Hidi and Renninger 2006;Krapp 2005).…”

Section: Motivationmentioning

confidence: 99%

“…• integrate traditional interindividual research strategies with intraindividual analysis to make it possible to understand both differences between students and the individual affective development of each student (Murayama et al in press); • use experimental and longitudinal study designs that make it possible to examine causal relations as well as mediational processes, moderator effects, and multiple levels of variables (see Lauerman et al 2017;Schütze et al 2017); • adapt novel assessment methods such as experience-sampling methods (Bieg et al 2017), physiological analysis, and automatic coding of emotion expression; • use analytical procedures to adequately model relations between variables within and across individual students and across multiple levels of educational institutions and systems, including statistical procedures to deal with missing data, such as multiple imputation or full information maximum likelihood (FIML) estimation (see e.g., Liebendörfer and Schukajlow 2017;Schütze et al 2017) and to deal with multi-level data structures, such as hierarchical modeling or methods to correct parameter estimates for the effects of nestedness (see e.g., Bieg et al 2017).…”

Section: Summary and Open Questionsmentioning

confidence: 99%

Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

Schukajlow

Rakoczy

Pekrun

2017

ZDM Mathematics Education

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144

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“…In Europe exist no consistent findings according to this specific research field. Liebendörfer and Schukajlow ( 2017 ) published results, with a small sample size (N = 92) from lower secondary school teachers, showing that students’ interest in mathematics remained stable during the first academic year in Germany. Xu et al ( 2021 ) show for students in Educational Sciences, Speech Pathology and Audiology in Belgium a decreasing of statistic interest over time by using a latent growth curve analysis for analysing data over two years.…”

Section: Interestmentioning

confidence: 99%

“…The preponderance of researchers reverts to the approaches and results of these studies. Longitudinal studies on higher education are the exception and can only be found very sporadically in this research field (Harackiewicz et al, 2002 ; Liebendörfer & Schukajlow, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Trajectories of subject-interests development and influence factors in higher education

Wild

2022

Curr Psychol

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It is a well-studied phenomenon, that throughout the course of studying at university, the motivation for the study program decreases. Correlation between motivation and learners’ behaviour, for example the learning process, achievement or, in the worst case, dropout exist. So there is a need for understanding the development of motivation in detail, like that of subject-interests, and for identifying influence factors, especially for higher education. This panel study examined the development of 4,345 students in higher education. Growth mixture models for subject-interests identify two classes of trajectories: “descending interest” and “continuously high interest”. In a next step, the analysis shows that gender, university entrance score, academic field and occupational aspiration influence membership of the classes. The results are discussed with respect to their consequences for education programs, but also with respect to possible new research questions.

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Interest development during the first year at university: do mathematical beliefs predict interest in mathematics?

Cited by 18 publications

References 45 publications

Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest

Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest

Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

Trajectories of subject-interests development and influence factors in higher education

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