Interest is a key motivational variable in higher mathematics education, yet there is a lack of theory-based interventions that are designed to increase interest. On the basis of the expectancy-value theory of achievement motivation, we investigated how reflecting on the utility value of mathematics affects interest. The current research was aimed at identifying effects and key characteristics of interest-fostering reflections. In a randomized controlled trial, N = 58 German preservice teachers were asked either to reflect on the utility value of mathematics or write a mathematical text. Interest was measured before and after the intervention. Unlike findings from prior studies, the path analysis did not reveal any effect of these reflections on interest. However, the quality of the reflections predicted future interest in addition to prior interest, indicating possible benefits of utility-value interventions. To better understand the underlying relation between reflections and interest, we performed an in-depth analysis of the quality of students’ reflections and presented characteristics of interest-fostering reflections.

中文翻译：

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质量很重要：反思数学的实用价值如何影响未来教师的兴趣

兴趣是高等数学教育中的一个关键动机变量，但缺乏旨在增加兴趣的基于理论的干预措施。基于成就动机的期望价值理论，我们研究了数学效用价值的反映如何影响兴趣。目前的研究旨在确定兴趣培养反射的影响和关键特征。在一项随机对照试验中，N = 58 名德国职前教师被要求反思数学的实用价值或撰写数学课文。在干预之前和之后测量了兴趣。与先前研究的结果不同，路径分析没有揭示这些反思对兴趣的任何影响。然而，除了先前的兴趣之外，反射的质量还预测了未来的兴趣，表明效用价值干预可能带来的好处。为更好地理解反思与兴趣的内在联系，我们对学生的反思质量进行了深入分析，展示了兴趣培养反思的特点。