Bruckmaier, Georg

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Bruckmaier
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Georg
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Bruckmaier, Georg

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2020 - 20212
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Autor:in: Grob, Alexander × Institut: Institut Sekundarstufe I und II ×

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    Publikation
    How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling
    (Wiley, 06.07.2021) Holenstein, Mathias; Bruckmaier, Georg; Grob, Alexander [in: British Journal of Educational Psychology]
    Background. According to the self-enhancement perspective, self-efficacy and self concept are shaped by prior achievement and have a crucial impact on future development. Their role in improving performance on challenging tasks, such as mathematical modelling (i.e., solving realistic problems mathematically), has barely been studied. Aims. We investigated patterns of self-efficacy and self-concept and their predictive effects on mathematical modelling while taking into account school grades as measure of prior achievement and reasoning to reveal cognitive and motivational effects on achievement. Sample. N = 279 secondary students in Grade 8 or 9 from 16 classes and 6 schools participated in the study. Method. The multi-informant design consisted of teachers’ reports of school grades, students’ reports of self-efficacy and self-concept (questionnaire-based), and assessment of students’ reasoning and mathematical modelling. Results. Using random-intercept models, we found that the predictive effect of self efficacy on mathematical modelling withstood taking the school-classroom-related nested structure into account, whereas self-concept lost its predictive value. Further, self efficacy fully mediated the effect of school grades on mathematical modelling. Conclusions. In line with the self-enhancement perspective on self-efficacy, our findings highlight the strength of motivational effects on mathematical modelling. When we take the nested structure into account, our results indicate an impact of school grades via self efficacy on mathematical modelling independent of students’ cognitive level or classroom. Given the diverse challenges such complex tasks present, important pedagogical and didactical recommendations, such as targeting the enhancement of students’ self-efficacy by teachers and educational decision makers, can be drawn.
    01A - Beitrag in wissenschaftlicher Zeitschrift
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    Publikation
    Transfer effects of mathematical literacy: an integrative longitudinal study
    (Springer, 07.08.2020) Holenstein, Mathias; Bruckmaier, Georg; Grob, Alexander [in: European Journal of Psychology of Education]
    Mathematical literacy (ML) is considered central to the application of mathematical knowledge in everyday life and thus is found in many comparative international educational standards. However, there exists barely any evidence about predictors and outcomes of ML having a lasting effect on achievement in non-mathematical domains. We drew on a large longitudinal sample of N= 4001 secondary school students in Grades 5 to 9 and tested for effects of ML on later academic achievement. We took prior achievement in different domains (information and communication technology literacy, scientific literacy, reading comprehension, and listening comprehension), socioeconomic status, and gender into account and investigated predictive effects of math grade, mathematical self-concept, reasoning, and prior achievement on ML. Using structural equation models, we found support for the importance of integrating multiple predictors and revealed a transfer effect of ML on achievement in different school domains. The findings highlight the importance of ML for school curricula and lasting educational decisions.
    01A - Beitrag in wissenschaftlicher Zeitschrift