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Investigating gender differences in achievement goal orientation in example-based algebra learning.

机译：在基于实例的代数学习中研究成就目标定向中的性别差异。

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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.

机译：本研究旨在比较使用示例和自我解释对男女学生动机的影响。更具体地说，本研究调查了男性和女性在成就目标方面是否存在差异，以及在其他男性或女性学生在场的情况下，性别是否在学生如何回答有关其动机的问题中发挥作用。还比较了学生对修订的成就目标问卷（AGQ-R）和适应性学习量表模式（PALS）的反应。与会人员是来自美国东部成本的同一学区中三所学校和八间教室的147名七，八，九年级非荣誉代数I学生（82名女孩和65名男孩）。结果重复了以下发现：女性比男性具有更高的掌握目标，但是在两种表现上均未发现性别差异。此外，在其他男女学生在场的情况下，学生对有关其动力的某些问题的回答似乎有所不同。最后，AGQ-R和PALS似乎是学生成就目标的一致代表。

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作者
Oyer, Melissa H.;
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作者单位

Temple University.;

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授予单位 Temple University.;
学科 Education Educational Psychology.
学位 Ph.D.
年度 2014
页码 81 p.
总页数 81
原文格式 PDF
正文语种 eng
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Investigating gender differences in achievement goal orientation in example-based algebra learning.

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