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dc.contributor.advisorRotheram-Fuller, Erin
dc.contributor.advisorBooth, Julie L.
dc.creatorOyer, Melissa Heidi
dc.date.accessioned2020-11-04T17:00:55Z
dc.date.available2020-11-04T17:00:55Z
dc.date.issued2014
dc.identifier.other890207795
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3372
dc.description.abstractThis 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.
dc.format.extent81 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Psychology
dc.subjectAchievement Goals
dc.subjectGender Differences
dc.subjectMiddle School
dc.subjectWorked Examples
dc.titleInvestigating Gender Differences in Achievement Goal Orientation in Example-Based Algebra Learning
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberFiorello, Catherine A.
dc.contributor.committeememberKaplan, Avi
dc.contributor.committeememberPendergast, Laura L.
dc.description.departmentSchool Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3354
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-04T17:00:55Z


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