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dc.contributor.authorVogt, Franziska
dc.contributor.authorLeuchter, Miriam
dc.contributor.authorDunekacke, Simone
dc.contributor.authorHeinze, Aiso
dc.contributor.authorLindmeier, Anke
dc.contributor.authorKuratli Geeler, Susanne
dc.contributor.authorMeier, Anuschka
dc.contributor.authorSeemann, Selma
dc.contributor.authorWullschleger, Andrea
dc.contributor.authorMoser Opitz, Elisabeth
dc.date.accessioned2021-11-10T13:02:20Z
dc.date.available2021-11-10T13:02:20Z
dc.date.issued2021
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/51402
dc.description.abstractAffective-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.en_US
dc.languageEnglishen_US
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Educationen_US
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schoolsen_US
dc.subject.otherChildhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßenen_US
dc.titleChapter 6 Kindergarten educators’ affective-motivational dispositionsen_US
dc.title.alternativeExamining enthusiasm for fostering mathematics in kindergartenen_US
dc.typechapter
oapen.identifier.doi10.4324/9781003172529-6en_US
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.isPartOfBookbe8582c2-6ea5-400b-af6a-677dfa493cf8en_US
oapen.relation.isbn9781032000541en_US
oapen.relation.isbn9781032000558en_US
oapen.imprintRoutledgeen_US
oapen.pages21en_US
oapen.remark.publicOpen Access Publication Fund of the St.Gallen University of Teacher Education


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