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Mathematics achievement and interest in mathematics from a differential perspective · Study

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ArticleMathematics achievement and interest in mathematics from a differential perspective

Aiso Heinze2005

Article2005

Mathematics achievement and interest in mathematics from a differential perspective

Aiso Heinze · Kristina Maria Reiss · Franziska Rudolph-Albert

92 citations·0/0 files stored·ZDM

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Education, Achievement, and Giftedness Mathematics Education and Pedagogy School Choice and Performance

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References

1985Intrinsic Motivation and Self-Determination in Human Behavior 1988Intrinsic Motivation and Self-Determination in Human Behavior 1993Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik 2001Does Interest Matter? The Relationship between Academic Interest and Achievement in Mathematics 2003Unterrichtsqualität erfassen, bewerten, verbessern 1993Metaanalyse des Zusammenhangs von Interesse und schulischer Leistung

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2020The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety 2019Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia 2014Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement 2016Interest in mathematics = interest in mathematics? What general measures of interest reflect when the object of interest changes 2012The Gender Confidence Gap in Fractions Knowledge: Gender Differences in Student Belief–Achievement Relationships 2017Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics

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Year2005

Typearticle

Published2005-06-01

VenueZDM

ISSN-L1615-679X

Languagede

Citations92

Files0 public / 0

ShelfEducation, Achievement, and Giftedness

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doi10.1007/s11858-005-0011-7

openalex_workW2132684658

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2015Undergraduate Students’ Understanding of Proof: Relationships Between Proof Conceptions, Beliefs, and Classroom Experiences with Learning Proof

2021High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy