---
res:
  bibo_abstract:
  - "<jats:title>Abstract</jats:title>\r\n                  <jats:p>\r\n                    Mathematics
    textbooks used to be the key resource for students’ self-regulated learning of
    mathematics. Primarily due to the digitalization of society, students have potentially
    greater access to a wider range of resources such as internet search engines,
    learning platforms, educational videos, and Generative AI. This study investigates
    the role of the mathematics textbook in comparison to other resources within students’
    self-regulated learning practices. Data were collected via a survey of 1101 German
    secondary students, representing three school types (\r\n                    <jats:italic>Gymnasium</jats:italic>\r\n
    \                   ,\r\n                    <jats:italic>Gesamtschule</jats:italic>\r\n
    \                   ,\r\n                    <jats:italic>Realschule</jats:italic>\r\n
    \                   ) and three grade levels (6, 9, and upper secondary). The
    questionnaire assessed the frequency of resource use in and outside class, reasons
    and purposes of use, and resource-based strategies when facing learning challenges
    outside class. Results show that the printed mathematics textbook is the most
    frequently used resource both in class and outside class. The textbook remains
    the most relevant resource for key purposes, such as an aid for doing homework
    and preparing for tests and exams. However, its dominance diminishes with age:
    in upper secondary school, students increasingly rely on self-created notes, and
    online resources. Correlation analyses reveal moderate to strong links between
    in-class and out-of-class use, suggesting an association between resource use
    and classroom culture. The findings underscore the textbook’s enduring centrality
    as a foundational, trusted resource within a dynamic and increasingly diverse
    learning environment. This study calls for pedagogical approaches that integrate
    textbooks more intentionally within broader resource systems, supporting students’
    agency and strategic resource selection in an era of digital abundance.\r\n                  </jats:p>@eng"
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Lea
      foaf_name: Stallmeister, Lea
      foaf_surname: Stallmeister
      foaf_workInfoHomepage: http://www.librecat.org/personId=63369
  - foaf_Person:
      foaf_givenName: Sebastian
      foaf_name: Rezat, Sebastian
      foaf_surname: Rezat
      foaf_workInfoHomepage: http://www.librecat.org/personId=31132
  bibo_doi: 10.1007/s10649-026-10511-7
  dct_date: 2026^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/0013-1954
  - http://id.crossref.org/issn/1573-0816
  dct_language: eng
  dct_publisher: Springer Science and Business Media LLC@
  dct_subject:
  - mathematics
  - textbooks
  - userstudy
  - resources
  - digital resources
  - students
  - secondary eduction
  dct_title: The role of the mathematics textbook in times of resource diversity@
...