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Rach, Stefanie; Ufer, Stefan and Kosiol, Timo (2021): Die Rolle des Selbstkonzepts im Mathematikstudium – Wie fit fühlen sich Studierende in Mathematik? In: Zeitschrift für Erziehungswissenschaft, Vol. 24, No. 6: pp. 1549-1571

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The mathematical self-concept as the individual perception of skills is an important factor during learning. At the transition into a mathematics study program, the domain changes so that a school mathematics can be distinguished from a university mathematics. In this contribution, we present a three-dimensional model of mathematical self-concept, which differentiate between a general, a school-based, and a university-based mathematical self-concept. Based on a study with 202 students (in a bachelor or teacher education program), we indicate the quality of this new questionnaire for measuring three different self-concept facets. By these differentiated scales, we can deeply describe the development of mathematical self-concept during the first semester weeks: Whereas the mean-level of school-based mathematical self-concept stays stable, the university mathematical self-concept, especially of teacher education students, decreases. The general and the university-based mathematical self-concept relates positively to study satisfaction in the middle of the first semester. We discuss implications of the differentiated measures of self-concept.

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