Using the instruments developed in this study, we found that students’ enjoyment,
value, interest and self-efficacy expectations are essentially identical for modelling
problems, “dressed up” word problems and intra-mathematical problems. However,
another study comparing enjoyment related to intra-mathematical problems versus
word problems (Frenzel et al., 2006; Pekrun et al., 2007) found that students enjoyed
word problems more than intra-mathematical problems. One practical implication could
be that students do not automatically show more interest if a modelling problem is
presented instead of an intra-mathematical or a word problem. Task-specific affect of
students may, however, change in different ways if different problem types are actually
solved and discussed.