Mathematics achievement and interest in mathematics from a differential perspective

Abstract: In this article, we present results of an empirical study with 500 German students of grades 7 and 8. The study focussed on students ’ mathematics achievement and their interest in mathematics as well as on the relation between these two constructs. In particular, the results show that the development of an individual student’s achievement between grade 7 and grade 8 depends on the achievement level of the specific classroom and therefore on the specific mathematics instruction. Interest in mathematics could be regarded a predictor for mathematics achievement Moreover, our find-ings suggest that the students show hardly any fear of mathe-matics independent of their achievement level