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    Investigating Gender Differences in Achievement Goal Orientation in Example-Based Algebra Learning

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    TETDEDXOyer-temple-0225E-11534.pdf
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    Genre
    Thesis/Dissertation
    Date
    2014
    Author
    Oyer, Melissa Heidi
    Advisor
    Rotheram-Fuller, Erin
    Booth, Julie L.
    Committee member
    Fiorello, Catherine A.
    Kaplan, Avi
    Pendergast, Laura L.
    Department
    School Psychology
    Subject
    Educational Psychology
    Achievement Goals
    Gender Differences
    Middle School
    Worked Examples
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3372
    
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    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.
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