Chapter 6 Kindergarten educators’ affective-motivational dispositions
Affective-motivational dispositions regarding the fostering of mathematics are an important aspect of early educators' professional competence, as educators are not following curricular programmes but need to seize moments in everyday activities and in play in order to foster mathematics. A variety...
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| Formato: | Online |
| Idioma: | inglês |
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Taylor & Francis
2021
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| Acesso em linha: | https://library.oapen.org/handle/20.500.12657/51402 |
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| author | Vogt, Franziska Leuchter, Miriam Dunekacke, Simone Heinze, Aiso Lindmeier, Anke Kuratli Geeler, Susanne Meier, Anuschka Seemann, Selma Wullschleger, Andrea Moser Opitz, Elisabeth |
| author_browse | Dunekacke, Simone Heinze, Aiso Kuratli Geeler, Susanne Leuchter, Miriam Lindmeier, Anke Meier, Anuschka Moser Opitz, Elisabeth Seemann, Selma Vogt, Franziska Wullschleger, Andrea |
| author_facet | Vogt, Franziska Leuchter, Miriam Dunekacke, Simone Heinze, Aiso Lindmeier, Anke Kuratli Geeler, Susanne Meier, Anuschka Seemann, Selma Wullschleger, Andrea Moser Opitz, Elisabeth |
| author_sort | Vogt, Franziska |
| collection | Directory of Open Access Books |
| description | Affective-motivational dispositions regarding the fostering of mathematics are an important aspect of early educators' professional competence, as educators are not following curricular programmes but need to seize moments in everyday activities and in play in order to foster mathematics. A variety of scales measuring variables of affective-motivational dispositions within a questionnaire were employed in a binational study involving 132 kindergarten educators in Germany and Switzerland. Based on the expectancy-value theory of motivation, the relations between educators' emotions regarding mathematics at school, the enthusiasm for mathematics as a subject, the value placed on mathematics and the expectancy of fostering mathematics successfully (self-efficacy) as well as the enthusiasm for fostering mathematics in kindergarten are examined. Following the analysis of correlations and the testing of a multiple regression model, it was found that enthusiasm for mathematics as a subject, importance of mathematics as a subject in kindergarten and self-efficacy predict enthusiasm for fostering mathematics, whereas the variable emotions regarding mathematics at school does not increase the variance explained. Self-efficacy, importance given to mathematics and enthusiasm for fostering mathematics are slightly higher in Switzerland than in Germany, which could be interpreted in light with the structural differences regarding kindergarten. |
| format | Online |
| id | doab-20.500.12854ir-72738 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-727382025-08-13T14:11:39Z Chapter 6 Kindergarten educators’ affective-motivational dispositions Vogt, Franziska Leuchter, Miriam Dunekacke, Simone Heinze, Aiso Lindmeier, Anke Kuratli Geeler, Susanne Meier, Anuschka Seemann, Selma Wullschleger, Andrea Moser Opitz, Elisabeth Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools Affective-motivational dispositions regarding the fostering of mathematics are an important aspect of early educators' professional competence, as educators are not following curricular programmes but need to seize moments in everyday activities and in play in order to foster mathematics. A variety of scales measuring variables of affective-motivational dispositions within a questionnaire were employed in a binational study involving 132 kindergarten educators in Germany and Switzerland. Based on the expectancy-value theory of motivation, the relations between educators' emotions regarding mathematics at school, the enthusiasm for mathematics as a subject, the value placed on mathematics and the expectancy of fostering mathematics successfully (self-efficacy) as well as the enthusiasm for fostering mathematics in kindergarten are examined. Following the analysis of correlations and the testing of a multiple regression model, it was found that enthusiasm for mathematics as a subject, importance of mathematics as a subject in kindergarten and self-efficacy predict enthusiasm for fostering mathematics, whereas the variable emotions regarding mathematics at school does not increase the variance explained. Self-efficacy, importance given to mathematics and enthusiasm for fostering mathematics are slightly higher in Switzerland than in Germany, which could be interpreted in light with the structural differences regarding kindergarten. 2021-11-11T04:05:37Z 2021-11-11T04:05:37Z 2021-11-10T13:02:20Z 2021 chapter https://library.oapen.org/handle/20.500.12657/51402 9781032000541 9781032000558 https://directory.doabooks.org/handle/20.500.12854/72738 eng open access image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/51402/1/9781003172529_10.4324_9781003172529-6.pdf https://library.oapen.org/bitstream/20.500.12657/51402/1/9781003172529_10.4324_9781003172529-6.pdf Taylor & Francis Routledge 10.4324/9781003172529-6 10.4324/9781003172529-6 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 Early Childhood Teachers‘ Professional Competence in Mathematics 9781032000541 9781032000558 Routledge 21 open access |
| spellingShingle | Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools Vogt, Franziska Leuchter, Miriam Dunekacke, Simone Heinze, Aiso Lindmeier, Anke Kuratli Geeler, Susanne Meier, Anuschka Seemann, Selma Wullschleger, Andrea Moser Opitz, Elisabeth Chapter 6 Kindergarten educators’ affective-motivational dispositions |
| title | Chapter 6 Kindergarten educators’ affective-motivational dispositions |
| title_full | Chapter 6 Kindergarten educators’ affective-motivational dispositions |
| title_fullStr | Chapter 6 Kindergarten educators’ affective-motivational dispositions |
| title_full_unstemmed | Chapter 6 Kindergarten educators’ affective-motivational dispositions |
| title_short | Chapter 6 Kindergarten educators’ affective-motivational dispositions |
| title_sort | chapter 6 kindergarten educators affective motivational dispositions |
| topic | Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools |
| topic_facet | Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schools |
| url | https://library.oapen.org/handle/20.500.12657/51402 |
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