On the public citation graph

FOSTERING SELF-CONCEPT AND INTEREST FOR STATISTICS THROUGH SPECIFIC LEARNING ENVIRONMENTS

https://doi.org/10.52041/serj.v15i1.256
0 signed · 44 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1007/978-3-322-83412-6_5openalex-snapshot
Mathematische Grundbildung: Testkonzeption und Ergebnisse
inferredcites →https://doi.org/10.1007/s10775-007-9113-9openalex-snapshot
An educational–psychological conceptualisation of interest
inferredcites →https://doi.org/10.1016/j.learninstruc.2005.07.007openalex-snapshot
Basic needs and the development of interest and intrinsic motivational orientations
inferredcites →https://doi.org/10.1037//0003-066x.37.2.122openalex-snapshot
Self-efficacy mechanism in human agency.
inferredcites →https://doi.org/10.1037/a0026895openalex-snapshot
Beyond quantitative decline: Conceptual shifts in adolescents' development of interest in mathematics.
inferredcites →https://doi.org/10.1080/00029890.1997.11990723openalex-snapshot
Mathematics, Statistics, and Teaching
inferredcites →https://doi.org/10.1080/00461520.1991.9653136openalex-snapshot
Interest, Learning, and Motivation
inferredcites →https://doi.org/10.1080/10705519909540118openalex-snapshot
Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
inferredcites →https://doi.org/10.1080/13803610600765687openalex-snapshot
Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value
inferredcites →https://doi.org/10.1108/978-1-60752-874-620251028openalex-snapshot
Research on Affect in Mathematics Education: A Reconceptualization
inferredcites →https://doi.org/10.1111/1467-8624.00421openalex-snapshot
Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve
inferredcites →https://doi.org/10.1111/j.1467-6494.2005.00380.xopenalex-snapshot
Integration of Multidimensional Self‐Concept and Core Personality Constructs: Construct Validation and Relations to Well‐Being and Achievement
inferredcites →https://doi.org/10.1111/j.1467-8624.2004.00757.xopenalex-snapshot
Development of Adolescents' Self-Perceptions, Values, and Task Perceptions According to Gender and Domain in 7th- through 11th-Grade Australian Students
inferredcites →https://doi.org/10.1111/j.1467-8624.2005.00853.xopenalex-snapshot
Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering
inferredcites →https://doi.org/10.1111/j.1532-7795.2010.00645.xopenalex-snapshot
Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context
inferredcites →https://doi.org/10.1146/annurev.psych.53.100901.135153openalex-snapshot
Motivational Beliefs, Values, and Goals
inferredcites →https://doi.org/10.1207/s15326985ep3902_3openalex-snapshot
The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review
inferredcites →https://doi.org/10.1207/s15326985ep4102_4openalex-snapshot
The Four-Phase Model of Interest Development
inferredcites →https://doi.org/10.1207/s15326985ep4103_4openalex-snapshot
Do Self-Concept Interventions Make a Difference? A Synergistic Blend of Construct Validation and Meta-Analysis
inferredcites →https://doi.org/10.15353/cgjsc.v1i1.3787openalex-snapshot
Principles and Practice of Structural Equation Modeling
inferredcites →https://doi.org/10.1787/9789264103917-enopenalex-snapshot
Learners for Life: Student Approaches to Learning
inferredcites →https://doi.org/10.2307/1270020openalex-snapshot
Statistical Power Analysis for the Behavioral Sciences
inferredcites →https://doi.org/10.2307/2074955openalex-snapshot
Testing Structural Equation Models.
inferredcites →https://doi.org/10.2307/749801openalex-snapshot
Does Interest Matter? The Relationship between Academic Interest and Achievement in Mathematics
inferredcites →https://doi.org/10.3102/00346543046003407openalex-snapshot
Self-Concept: Validation of Construct Interpretations
inferredcites →https://doi.org/10.3102/00346543052001123openalex-snapshot
The Relationship Between Self and Achievement/Performance Measures
inferredcites →https://doi.org/10.52041/serj.v11i2.325openalex-snapshot
STUDENTS’ PERCEPTIONS OF STATISTICS: AN EXPLORATION OF ATTITUDES, CONCEPTUALIZATIONS, AND CONTENT KNOWLEDGE OF STATISTICS
inferredcites →https://doi.org/10.52041/serj.v11i2.329openalex-snapshot
THE IMPORTANCE OF ATTITUDES IN STATISTICS EDUCATION
inferredcites →https://doi.org/10.52041/serj.v11i2.330openalex-snapshot
USING THE EXPECTANCY VALUE MODEL OF MOTIVATION TO UNDERSTAND THE RELATIONSHIP BETWEEN STUDENT ATTITUDES AND ACHIEVEMENT IN STATISTICS
inferredcites →https://doi.org/10.52041/serj.v11i2.331openalex-snapshot
DO INTRODUCTORY STATISTICS COURSES IN THE UNITED STATES IMPROVE STUDENTS’ ATTITUDES?
inferredcites →https://doi.org/10.52041/serj.v11i2.332openalex-snapshot
ATTITUDES AND ACHIEVEMENT IN STATISTICS: A META-ANALYSIS STUDY
inferredcites →https://doi.org/10.52041/serj.v2i2.553openalex-snapshot
STATISTICAL LITERACY: A COMPLEX HIERARCHICAL CONSTRUCT
inferredcites →https://doi.org/10.52041/srap.07202openalex-snapshot
Representations of data and manipulations through reduction – competencies of German secondary students
inferredcites →https://doi.org/10.52041/srap.15302openalex-snapshot
Raising self-concept and interest for statistics through activity- based instruction
inferredcites →https://doi.org/10.5951/jresematheduc.45.4.0497openalex-snapshot
Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.4651701openalex-extracted
Analyzing Impact of Effort, Interest and Cognitive-Competence on Statistics Achievement Through Meditation of Self-Concept Statistics
inferred← citeshttps://doi.org/10.1016/j.compedu.2020.104066openalex-snapshot
Learning analytics on structured and unstructured heterogeneous data sources: Perspectives from procrastination, help-seeking, and machine-learning defined cognitive engagement
inferred← citeshttps://doi.org/10.1016/j.ijedro.2020.100020openalex-snapshot
Measuring and improving university students’ statistics self-concept: A systematic review
inferred← citeshttps://doi.org/10.32457/ejpad.v12i1.2535openalex-snapshot
Autoconcepto en matemáticas y estadística en estudiantes de secundaria: diseño y validación de dos cuestionarios breves
inferred← citeshttps://doi.org/10.33477/mp.v10i2.3198openalex-snapshot
SELF-CONCEPT AND INTEREST AS PREDICTORS OF MATHEMATICS ABILITY
inferred← citeshttps://doi.org/10.5038/1936-4660.11.1.7openalex-snapshot
An Exploration of the Perceived Usefulness of the Introductory Statistics Course and Students’ Intentions to Further Engage in Statistics
inferred← citeshttps://doi.org/10.52041/serj.v24i2.811openalex-snapshot
Which measure of central tendency is most useful? Grade 6 students’ expressed statistical literacy
inferred← citeshttps://doi.org/10.52041/srap.17312openalex-snapshot
Perceived usefulness of the introductory statistics course as a correlate of student engagement in statistics
inferred← citeshttps://doi.org/10.56578/atams020203openalex-snapshot
Analyzing Impact of Effort, Interest and Cognitive-Competence on Statistics Achievement Through Meditation of Self-Concept Statistics
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.