Math task experiences and motivation to learn more: How prior knowledge and interest interact with Task‐Interest & Task‐Difficulty perceptions and feed a desire to reengage

How do task experiences support proximal and longer‐term desires to reengage? Central to this question is the interplay between perceptions of task difficulty and the situational interest. This interplay is increasingly researched but not yet well understood. Micro‐analytic, latent studies are impor...

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Bibliographic Details
Published in:British educational research journal 2025-02, Vol.51 (1), p.49-72
Main Authors: Fryer, Luke K., Shum, Alex
Format: Article
Language:English
Subjects:
Interconnections
Mathematics
micro‐analytic
Motivation
perceived difficulty
Perceptions
Prior knowledge
Prior Learning
situational interest
Citations: Items that this one cites
Online Access:Get full text
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