@techreport{SturmBohndick, type = {Working Paper}, author = {Nina Sturm and Carla Bohndick}, title = {The Influence of Attitudes and Beliefs on the Problem-Solving Performance.}, number = {Frontiers in Education, 17 February 2021}, institution = {frontiers}, doi = {10.3389/feduc.2021.525923}, abstract = {The problem-solving performance of primary school students depend on their attitudes and beliefs. As it is not easy to change attitudes, we aimed to change the relationship between problem-solving performance and attitudes with a training program. The training was based on the assumption that self-generated external representations support the problem-solving process. Furthermore, we assumed that students who are encouraged to generate representations will be successful, especially when they analyze and reflect on their products. A paper-pencil test of attitudes and beliefs was used to measure the constructs of willingness, perseverance, and self-confidence. We predicted that participation in the training program would attenuate the relationship between attitudes and problem-solving performance and that non-participation would not affect the relationship. The results indicate that students’ attitudes had a positive effect on their problem-solving performance only for students who did not participate in the training.}, language = {en} }