Loading...
Investigating Gender Differences in Achievement Goal Orientation in Example-Based Algebra Learning
Oyer, Melissa Heidi
Oyer, Melissa Heidi
Citations
Altmetric:
Genre
Thesis/Dissertation
Date
2014
Advisor
Rotheram-Fuller, Erin
Booth, Julie L.
Booth, Julie L.
Committee member
Fiorello, Catherine A.
Kaplan, Avi
Pendergast, Laura L.
Kaplan, Avi
Pendergast, Laura L.
Group
Department
School Psychology
Permanent link to this record
Collections
Research Projects
Organizational Units
Journal Issue
DOI
http://dx.doi.org/10.34944/dspace/3354
Abstract
This study was designed to compare the effects of the use of worked examples and self-explanation on motivation for male and female students. More specifically, the present study examines whether there are differences between males and females with regards to their achievement goals and if gender plays a role in how students respond to questions about their motivation in the presence of other male or female students. Comparisons of student responses on Achievement Goal Questionnaire-Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) were also conducted. Participants were 147 seventh-, eighth- and ninth-grade non-honors Algebra I students (82 girls and 65 boys) from three schools and eight classrooms within the same school district on the east cost of the United States of America. Results replicated the finding that females have more mastery goals than males, however no gender differences were found for either performance. In addition, it appears that students respond differently to some questions about their motivation in the presence of other male or female students. Finally, the AGQ-R and the PALS appear to be consistent representations of students' achievement goals.
Description
Citation
Citation to related work
Has part
ADA compliance
For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu