INCREASING FRESHMEN’S EXPECTATIONS, BELIEFS AND ACHIEVEMENT OF MATHEMATICS

The Collective Effects of Teachers’ Educational Beliefs and Mathematical Knowledge on Students’ Mathematics Achievement

The collective effects of teachers' educational beliefs and mathematical knowledge on students' mathematics achievement.

Relations among competence beliefs, utility value, achievement goals, and effort in mathematics.

BACKGROUND Research has shown that motivation is a key factor in the learning process as well as in school achievement. In essence, a number of researchers have highlighted the close link between motivation and achievement-related behaviours such as effort. AIMS The present study aims to acquire more specific information concerning the relations between competence beliefs, utility value and a...

Mathematics achievement and interest in mathematics from a differential perspective

In this article, we present results of an empirical study with 500 German students of grades 7 and 8. The study focussed on students’ mathematics achievement and their interest in mathematics as well as on the relation between these two constructs. In particular, the results show that the development of an individual student’s achievement between grade 7 and grade 8 depends on the achievement l...

Iterated Expectations with Common Beliefs

This paper generalizes a result by Samet concerning iterated expectations and common priors. When a player in some state of the world is allowed to ascribe probability zero to that state, something not allowed in Samet’s framework, iterated expectations may not converge, and when they do, common knowledge of their limit may not characterize a common prior. It is shown here that replacing common...

Chapter 4 Achievement in Mathematics