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ERIC Number: EJ1368921
Record Type: Journal
Publication Date: 2023-Mar
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1863-9690
EISSN: EISSN-1863-9704
I Value the Problem, but I Don't Think My Students Will: Preservice Teachers' Judgments of Task Value and Self-Efficacy for Modelling, Word, and Intramathematical Problems
Böswald, Valentin; Schukajlow, Stanislaw
ZDM: Mathematics Education, v55 n2 p331-344 Mar 2023
According to expectancy-value models, two important motivational constructs are task value and self-efficacy expectations. As students work intensively on mathematical problems in the classroom, teachers need the competence to judge whether students value solving the problem and how confident they are that they will succeed. However, not much is known about the mechanisms behind teachers' judgments concerning students' motivation. The goal of the present study was to answer the following research questions: (a) How do preservice teachers rate their "own" task value and self-efficacy for modelling, word, and intramathematical problems? (b) Are there differences in preservice teachers' diagnostic judgments concerning "school students'" task value and self-efficacy for modelling, word, and intramathematical problems? (c) Do preservice teachers' "own" task value and self-efficacy for modelling, word, and intramathematical problems differ from preservice teachers' judgments of "school students'" task value and self-efficacy? A total of 182 preservice teachers were asked about the value of 12 problems, their confidence in solving the problems, and how hypothetical ninth graders would judge these constructs. Preservice teachers' ratings of their "own" perceptions regarding both constructs were lower for modelling problems than for other problems. When judging "school students'" motivation, ratings of both constructs were higher for word problems. Preservice teachers' ratings of their "own" motivation were significantly higher across all types of problems than their judgments of "school students'" perspectives. A positive correlation between preservice teachers' own motivation and their judgments of "school students'" motivation indicates the importance of teachers' perceptions of their own motivation to solve mathematical problems for diagnostic judgments.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A