Daria K. Benden

University of Bonn | Uni Bonn · Bonn Center for Teacher Education

Students' math abilities and skills are critical for their academic success in math-intensive study programs. Thus, intervention efforts to increase students' participation and retention in math-intensive fields often target their math knowledge and skills, for instance, via diagnostic self-tests and tailored instruction. However, students' quality...

Students’ expectancy and value beliefs about math influence their academic choices and success in math-intensive study programs. Short-term declines in these motivational beliefs can serve as early warning signs of academic difficulties and dropout. However, such short-term motivational changes are underresearcherd. Based on Eccles et al.’s (2020)...

Math‐intensive fields in postsecondary education, such as physics and math, often struggle with high student dropout rates. Motivational declines after the transition to postsecondary education are a key factor underlying students’ achievement difficulties and decisions to leave these fields. A better understanding of which motivational factors pla...

Die Erwartungs- und Wertüberzeugungen von Lernenden spielen eine wichtige Rolle für ihre Bildungs- und Berufsentscheidungen, beispielsweise in den Bereichen Mathematik, Informatik, Naturwissenschaften und Technik (MINT), in denen Frauen weiterhin unterrepräsentiert sind. Bisherige Forschung hat sich hauptsächlich auf Mittelwertunterschiede in den m...

Students' competence beliefs and task values are proximal psychological predictors of their achievement-related choices and academic achievement. Situated expectancy-value theory (SEVT) suggests that these beliefs are situationally sensitive and interact over short periods of time. In the present study, we explored the dynamic nature of students' s...

Students’ expectancy and value beliefs about math influence their academic choices and success in math-intensive study programs. Short-term declines in these motivational beliefs can serve as early warning signs of academic difficulties and dropout. However, such short-term motivational changes are underresearcherd. Based on Eccles et al.’s (2020)...

Informed by Eccles and colleagues’ expectancy-value theory and Möller and Marsh’s dimensional comparison theory, we examined cross-domain intra-individual differences in elementary teachers’ ( N = 57) and their students’ ( N = 469) ratings of students’ ability and subjective importance of math and reading. Latent difference score analyses revealed...

Students' competence beliefs and task values are proximal psychological predictors of their achievement-related choices and academic achievement. Situated expectancy-value theory (SEVT) suggests that these beliefs are situationally sensitive and interact over short periods of time. In the present study, we explored the dynamic nature of students' s...

Students’ expectancy-value beliefs play an important role in shaping their educational choices and behaviors. Drawing on Eccles et al.’s situated expectancy-value theory, we investigated short-term changes in students’ expectancy-value beliefs in gateway math courses for beginning university students. In Study 1, we collected data from first-semest...

Students’ expectancy-value beliefs play an important role in shaping their educational choices and behaviors. Drawing on Eccles et al.’s situated expectancy-value theory, we investigated short-term changes in students’ expectancy-value beliefs in gateway math courses for beginning university students. In Study 1, we collected data from first-semest...

Dieses Kapitel sichtet und diskutiert verfügbare Evidenz zu Lehrerinnen- und Lehrer-motivation aus verschiedenen theoretischen Perspektiven und skizziert offene Fragenfür die weitere Forschung. Der Fokus liegt dabei auf systematischer, theoriegeleiteterForschung aus der Perspektive der sozialkognitiven Lerntheorie, der Erwartungs-Wert-Theorie, der...