Interest in mathematics = interest in mathematics? What general measures of interest reflect when the object of interest changes
Interest in mathematics = interest in mathematics? What general measures of interest reflect when the object of interest changes
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对数学感兴趣——对数学感兴趣？
DOI：
10.1007/s11858-016-0828-2
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Kosiol
中科院分区：
文献类型：
--
作者：
Kosiol
学生的动机特征，例如，与学科相关兴趣被认为是成功学习过程的重要预测因素。然而，很少有实证研究提供证据的假设链之间的影响高兴趣和高成就的数学。造成这一结果的一个原因可能是，对学习者数学兴趣的应用措施与各自教育环境中学习内容的特点不一致。在从学校到大学的过渡中，数学的性质从一个强烈的应用导向的学校学科转变为一门科学学科。当学生被要求评价他们对数学学习的兴趣时，并不清楚他们（在他们的评分中）指的是数学的哪一个特征。为了提供一个更有区别的图片学习者的兴趣，我们开发了问卷调查学生的兴趣有关的不同特点的数学明确。以323名数学专业学生为被试，分析了量表的质量，以及是否可以根据数学的不同特点区分兴趣面。在这方面的贡献，我们提出的工具的发展。探索性因子分析和相关分析的结果为所开发的工具的质量提供了支持。我们的研究结果表明，确实在问卷中解决的数学的字符强烈影响学生的自我报告。最后，我们研究了差异化的兴趣结构是如何与数学兴趣的一般评级相关的。
Students’ motivational characteristics, e.g., subject-related interest, are considered important predictors for successful learning processes. However, few empirical studies provide evidence for the assumed chain of effects between high interest and high achievement in mathematics. One reason for this result might be that the applied measures of learners’ interest in mathematics are not well aligned with the characteristics of the learning content in the respective educational settings. At the transition from school to university, the character of mathematics shifts from a strongly application oriented school subject to a scientific discipline. When students are asked to rate their interest concerning mathematics learning in general, it is not clear which character of mathematics they refer to (in their ratings). To provide a more differentiated picture of learners’ interest, we developed questionnaires that survey students’ interest concerning the different characters of mathematics explicitly. With a sample of 323 students from academic mathematics programs, we analysed the quality of the developed scales and whether it is possible to differentiate interest facets according to the different characters of mathematics. In this contribution, we present the development of the instruments. The results of exploratory factor analyses and correlation analyses provide support for the quality of the developed instruments. Our results indicate that indeed the character of mathematics addressed in the questionnaire strongly influences students’ self-reports. Finally, we study how the differentiated interest constructs are related to general ratings of interest in mathematics.
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情况和个人兴趣。
影响因子：
5.6
作者：
Ulrich Schiefele
通讯作者：
Ulrich Schiefele
兴趣作为学术成就的预测因素：研究的荟萃分析。
影响因子：
2.1
作者：
Ulrich Schiefele;A. Krapp;A. Winteler
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A. Winteler
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DOI：
10.1080/00207390110067635
发表时间：
2001
影响因子：
0.9
作者：
C. Hoyles;Kate Newman;R. Noss
通讯作者：
R. Noss
DOI：
10.1080/00207390903391890
发表时间：
2010
影响因子：
0.9
作者：
J. Engelbrecht
通讯作者：
J. Engelbrecht
认知需求：eine Skala zur Erfassung von Engagement und Freude bei Denkaufgaben
DOI：
--
发表时间：
1991
期刊：
影响因子：
--
作者：
H. Bless;Roland F. Fellhauer;G. Bohner;N. Schwarz
通讯作者：
N. Schwarz