The Relationship between Individual Characteristics and Practice Behaviour within an Adaptive Arithmetic Learning Program

Autor/inn/en	Hilz, Anna; Guill, Karin; Roloff, Janina; Aldrup, Karen; Köller, Olaf
Titel	The Relationship between Individual Characteristics and Practice Behaviour within an Adaptive Arithmetic Learning Program
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 3, S.970-983 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hilz, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12780
Schlagwörter	Mathematics Instruction; Student Characteristics; Knowledge Level; Prior Learning; Personality Traits; Self Concept; Mathematics Anxiety; Family Characteristics; Arithmetic; Grade 5; Study Habits; Drills (Practice); Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Wissensbasis; Vorkenntnisse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Selbstkonzept; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 05; 5. Schuljahr; Schuljahr 05; Study behavior; Study behaviour; Studienverhalten; Ausland; Deutschland
Abstract	Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply-use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational-affective characteristics (mathematics self-concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non-academic-track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program; otherwise, they do not get the chance to benefit from the use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01