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dc.contributor.authorBlömeke, Sigrid
dc.contributor.authorThiel, Oliver
dc.contributor.authorJenssen, Lars
dc.date.accessioned2018-06-27T08:59:20Z
dc.date.available2018-06-27T08:59:20Z
dc.date.created2017-11-06T12:56:08Z
dc.date.issued2018
dc.identifier.citationBlömeke, S., Thiel, O. & Jenssen, L. (2017). Before, during, and after examination: Development of prospective preschool teachers’ mathematics-related enjoyment and self-efficacy. Scandinavian Journal of Educational Research. 1–14.nb_NO
dc.identifier.issn0031-3831
dc.identifier.urihttp://hdl.handle.net/11250/2503169
dc.description.abstractThis article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial stability (technically speaking, metric invariance) of enjoyment but not of self-efficacy. Self-efficacy increased significantly before and after the examination without decreasing enjoyment, which may be a result of increased learning time. Prior mathematical knowledge predicted the level and development of enjoyment and self-efficacy in both countries. Many Norwegian students reported low mathematics-related enjoyment and self-efficacy, including negative developments. It may be important to provide positive experiences of mathematical activities during preschool teacher education.nb_NO
dc.language.isoengnb_NO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectMatematikknb_NO
dc.subjectECECnb_NO
dc.titleBefore, During, and After Examination: Development of Prospective Preschool Teachers’ Mathematics-Related Enjoyment and Self-Efficacynb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.journalScandinavian Journal of Educational Researchnb_NO
dc.identifier.doi10.1080/00313831.2017.1402368
dc.identifier.cristin1511287
cristin.unitcode253,0,0,0
cristin.unitnameDronning Mauds Minne Høgskole for barnehagelærerutdanning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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