The Role of Beliefs and Motivational Variables in Enhancing Word Problem Solving

Autor/inn/en	Pongsakdi, Nonmanut; Laakkonen, Eero; Laine, Teija; Veermans, Koen; Hannula-Sormunen, Minna M.; Lehtinen, Erno
Titel	The Role of Beliefs and Motivational Variables in Enhancing Word Problem Solving
Quelle	In: Scandinavian Journal of Educational Research, 63 (2019) 2, S.179-197 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pongsakdi, Nonmanut) ORCID (Lehtinen, Erno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1336475
Schlagwörter	Word Problems (Mathematics); Problem Solving; Mathematics Instruction; Program Effectiveness; Student Motivation; Student Attitudes; Grade 4; Grade 6; Elementary School Students; Mathematical Models; Elementary School Teachers; Faculty Development; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Mathematics lessons; Mathematikunterricht; Schulische Motivation; Schülerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Mathematical model; Mathematisches Modell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Finnland
Abstract	A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing non-routine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixth-grade students from elementary schools participated. Results showed that the effects of WPE are various depending on students' initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01