{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-33BBA079/51b522be-1030-4c3f-ab12-712008487395/PDF","dcterms:extent":"278 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-33BBA079/0550d24e-17b1-41bc-9a80-37f5a71bf19f/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2005-2025","edm:begin":{"@xml:lang":"en","#text":"2005"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-33BBA079","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-M10OPZYO"},{"@xml:lang":"sl","#text":"Sodobna pedagogika"}],"dcterms:issued":"2025","dc:creator":["Mehmeti, Fatimir","Ukaj, Lekë"],"dc:format":[{"@xml:lang":"sl","#text":"številka:4"},{"@xml:lang":"sl","#text":"letnik:76 = 142"},{"@xml:lang":"sl","#text":"str. 146-163"}],"dc:identifier":["ISSN:0038-0474","DOI:10.63384/spB54z827a","COBISSID_HOST:265233923","URN:URN:NBN:SI:doc-33BBA079"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"dc:subject":[{"@xml:lang":"en","#text":"anxiety"},{"@xml:lang":"sl","#text":"dosežki pri matematiki"},{"@xml:lang":"en","#text":"learning difficulties"},{"@xml:lang":"en","#text":"mathematics achivement"},{"@xml:lang":"en","#text":"mathematics lessons"},{"@xml:lang":"en","#text":"pedagogy"},{"@xml:lang":"sl","#text":"pedgogika"},{"@xml:lang":"en","#text":"PISA 2022"},{"@xml:lang":"sl","#text":"pouk matematike"},{"@xml:lang":"sl","#text":"tesnoba"},{"@xml:lang":"sl","#text":"učne težave"}],"dcterms:temporal":{"@rdf:resource":"2005-2025"},"dc:title":{"@xml:lang":"sl","#text":"Beliefs about mathematics and achievement among Kosovar students| examining the mediating role of curiosity and mathematics anxiety|"},"dc:description":[{"@xml:lang":"sl","#text":"This study examines the mediating roles of curiosity and mathematics anxiety in the relationship between students’ beliefs about mathematics and their mathematics achievement using structural equation modelling analysis. A quantitative research design was adopted, and the data were analysed using Mplus and IBM SPSS. The representative sample comprised 6,027 Kosovar students drawn from the PISA 2022 database. The dependent variable was the mathematics scores earned by Kosovar students in PISA 2022. The independent variables include the items from the PISA 2022 Student Questionnaire: ‘beliefs about mathematics’ and the mediators ‘curiosity’ and ‘anxiety’. The results revealed that strong beliefs about mathematics positively influence achievement, and curiosity also has a positive effect, whereas mathematics anxiety negatively affects achievement. Furthermore, both curiosity and anxiety mediate the relationship between beliefs about mathematics and mathematics achievement"},{"@xml:lang":"sl","#text":"Članek obravnava mediatorsko vlogo radovednosti in matematične tesnobe v odnosu med prepričanji učencev o matematiki in njihovimi dosežki pri matematiki z uporabo analize modeliranja strukturnih enačb. Uporabili smo kvantitativni raziskovalni pristop, podatke pa smo analizirali s programoma Mplus in IBM SPSS. Reprezentativni vzorec je obsegal 6027 kosovskih učencev iz baze podatkov PISA 2022. Za odvisno spremenljivko so bili uporabljeni rezultati kosovskih učencev iz matematike v raziskavi PISA 2022. Neodvisne spremenljivke so postavke iz vprašalnika za učence PISA 2022: »prepričanja o matematiki« ter mediatorja »radovednost« in »tesnoba«. Rezultati so pokazali, da močna prepričanja o matematiki pozitivno vplivajo na dosežke, prav tako pa ima pozitiven učinek tudi radovednost, medtem ko matematična tesnoba negativno vpliva na dosežke. Poleg tega sta tako radovednost kot tudi tesnoba mediatorja odnosa med prepričanji o matematiki in dosežki pri matematiki"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-33BBA079","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-33BBA079"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-33BBA079/51b522be-1030-4c3f-ab12-712008487395/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by-sa/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Zveza društev pedagoških delavcev Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-33BBA079/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-33BBA079"}}}}