Cornelia S Große
Biographic Data
| ID | 6674965 |
|---|---|
| NAME | Cornelia S Große |
| GIVEN NAMES | Cornelia S |
| FAMILY NAME | Große |
| SIGNATURE | GROßE C S |
| AFFILIATIONS | Johannes Kepler University of Linz |
| ORCID | 0000-0001-5851-4678 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
It matters how you ask
We experimentally addressed ways to encourage realistic word problem solving. • A mathematics classroom context led to fewer realistic solution. • It further led to fewer expected preferences for realistic solutions. • Questions indicating an imminent action led to more realistic solutions. It has been repeatedly shown that students often provide unrealistic solutions to word problems. We investigated the impact of the problem scenario and the qu…
Impact of age and prior knowledge on performance and perceived task difficulty
Perceived competence and self-efficacy are distinct but strongly interrelated constructs. • Both constructs mediate the effects of age and prior knowledge on learning outcomes. • Both constructs mediate the link between prior knowledge and performance gains. • Relationships between variables remain stable across different instructional control types. • Study underscores the importance of tailored interventions to enhance competence beliefs. The s…
Playing with half a balloon? How different considerations and problem characteristics affect problematic word problem solving
Providing realistic solutions for word problems proves to be challenging. A possible explanation is the influence of individual’s expectations and beliefs about word problems. This explanation was tested in the present study in an out-of-school context. Specifically, the study assessed effects of (1) prompting participants to make realistic considerations, (2) activating individual’s expectations and beliefs about mathematical problems by prompti…
German-language adaptation and validation of the self-perceived action competence for sustainability questionnaire (SPACS-Q)
The urgency of addressing the climate crisis makes it clear how important educational practice and research are in relation to sustainable development. Implementing this requires the use of established and validated research instruments. Hence, in this study, the Self-Perceived Action Competence for Sustainability Questionnaire (SPACS-Q) – which was developed and validated by Olsson et al. (Citation2020) for the Swedish context – was translated i…
Mathematical problems in and out of school
In this study, effects of asking participants to make different types of considerations when solving a realistic word problem were investigated. A two-factorial experiment with the factors “addressing realistic considerations” (with vs. without) and “addressing mathematical operations” (with vs. without) was conducted. It was assumed that reality-based considerations would lead to reality-based problem-solving strategies, thus fostering real-life…
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Mathematical problems in and out of school
In this study, effects of asking participants to make different types of considerations when solving a realistic word problem were investigated. A two-factorial experiment with the factors “addressing realistic considerations” (with vs. without) and “addressing mathematical operations” (with vs. without) was conducted. It was assumed that reality-based considerations would lead to reality-based problem-solving strategies, thus fostering real-life…
Playing with half a balloon? How different considerations and problem characteristics affect problematic word problem solving
Providing realistic solutions for word problems proves to be challenging. A possible explanation is the influence of individual’s expectations and beliefs about word problems. This explanation was tested in the present study in an out-of-school context. Specifically, the study assessed effects of (1) prompting participants to make realistic considerations, (2) activating individual’s expectations and beliefs about mathematical problems by prompti…
German-language adaptation and validation of the self-perceived action competence for sustainability questionnaire (SPACS-Q)
The urgency of addressing the climate crisis makes it clear how important educational practice and research are in relation to sustainable development. Implementing this requires the use of established and validated research instruments. Hence, in this study, the Self-Perceived Action Competence for Sustainability Questionnaire (SPACS-Q) – which was developed and validated by Olsson et al. (Citation2020) for the Swedish context – was translated i…
It matters how you ask
We experimentally addressed ways to encourage realistic word problem solving. • A mathematics classroom context led to fewer realistic solution. • It further led to fewer expected preferences for realistic solutions. • Questions indicating an imminent action led to more realistic solutions. It has been repeatedly shown that students often provide unrealistic solutions to word problems. We investigated the impact of the problem scenario and the qu…
Impact of age and prior knowledge on performance and perceived task difficulty
Perceived competence and self-efficacy are distinct but strongly interrelated constructs. • Both constructs mediate the effects of age and prior knowledge on learning outcomes. • Both constructs mediate the link between prior knowledge and performance gains. • Relationships between variables remain stable across different instructional control types. • Study underscores the importance of tailored interventions to enhance competence beliefs. The s…
Cognitive and developmental aspects of mathematical skills (3 works) · Education, Achievement, and Giftedness (2 works) · Educational psychology (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematical problem (2 works) · Mathematics Education and Teaching Techniques (2 works) · Psychology (2 works) · Action (physics (1 work) · Action research (1 work) · Behavioral Health and Interventions (1 work)