Download or read book Influence of Achievement Motivation and Prior Mathematics Achievement on Locus of Control and Mathematics Performance as Impacted Through Written Instructions written by and published by . This book was released on 1994 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Microfiche.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1995 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ability Motivation and Performance written by Fang-Shen Chiang and published by . This book was released on 1996 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Achievement Motivation and Achievement in Mathematics written by M.S. Rao and published by Discovery Publishing House. This book was released on 2010 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Achievement motivation stands for the accomplishment of excellence and the achievement in mathematics stands for the performance of students in mathematics. As per the assumptions and research studies, one influences the other. A study, hence, has been undertaken to identify the level of achievement motivation and achievement in mathematics possessed by the SC and OBC students studying in Andhra Pradesh Social Welfare Residential Schools and to study the association between achievement motivation and achievement in mathematics. The students were possessing an average level of achievement motivation and achievement in mathematics, and there was no association between achievement motivation and achievement in mathematics. This study will help many teachers and administrators in planning better curricular and co-curricular programmes.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1994 with total page 800 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Acquisition List written by University of Hawaii at Manoa. Library. Hawaiian Collection and published by . This book was released on 1995 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Locus of Control Reinforcements and Metacognition on Mathematics Achievement of Undergraduate Students written by Thessa Lynn Anderson and published by . This book was released on 2007 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Locus of Control and Achievement Motivation written by Adamu Amare and published by . This book was released on 1975 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Influences of Student Views Related to Mathematics and Self regulated Learning on Achievement of Algebra I Students written by Sukru Kaya and published by . This book was released on 2007 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Previous research indicates that self-regulated learning (SRL) has substantial effects on students' learning and achievement (i.e., De Corte et al., 2000; Pape & Wang, 2003; Zimmerman & Martinez-Pons, 1986, 1988, 1990). A growing body of research consistently points out that student views related to mathematics play an important role in facilitating and constraining students' learning, the development of problem-solving skills, and achievement (i.e., Hofer, 1999; Kloosterman, 1996; Op't Eynde et al., 2002; Schoenfeld, 1992). The current study explored the critical connections between SRL, students' beliefs about mathematics, and Algebra I achievement among 1263 middle school and high school students across the United States who were participants in the CCMS project. Eight structural models were tested to understand (1) direct and indirect relationships between student views related to mathematics on achievement; (2) direct and indirect influences of components of SRL on students' achievement in mathematics; and (3) different models of how student views related to mathematics and components of SRL explain students' achievement. In order to measure student views related to mathematics, a new instrument, Student View about Mathematics (Pape et al., 2005), was developed and tested for construct validity and internal consistency. Moreover, the new instrument was used with the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991) to provide evidence about the indirect effects of students' beliefs about mathematics on mathematical achievement through their effects on self-regulated learning behaviors. Students' performance in Algebra I was assessed through an Algebra I posttest (Abrahamson et al., 2006). The structural models tested in this study suggest that student views related to mathematics directly influence students' achievement and SRL strategies. Student views related to mathematics indirectly predict their achievement, cognitive, metacognitive, and resource management strategies. Motivational beliefs appear to be directly related to students' use of cognitive, metacognitive, and resource management strategy use. Metacognitive and resource management strategy use seems to be the most influential mediating variable in explaining students' achievement in mathematics. Surprisingly, cognitive strategy use was the only variable that may not contribute to students' achievement in mathematics. The implications for future research along with the limitations are discussed.

Download or read book The Effect of Team Teaching Upon Achievement in and Attitude Toward Mathematics and English written by Karyn M. Ford and published by . This book was released on 1981 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT written by Keith Youse and published by . This book was released on 2012 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested through structural equation modeling. Consistent with earlier research, previous math achievement predicted both outcomes. Performance expectancies and task-specific self-concept respectively predicted math achievement and college graduation, although the contribution of task-specific self-concept was smaller than shown in previous research. The social learning theory concept of behavior potential was found to be a predictor of college graduation but not math achievement. Limitations and implications are discussed, with a focus on future research questions.

Download or read book Locus of Control Achievement Motivation written by Linda Ann Allen and published by . This book was released on 1979 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Two Instructional Patterns and Prior Mathematics Achievement on Post Course Achievement written by Terry Cicchelli and published by . This book was released on 1979 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mathematical learning and its difficulties written by Linda Salihu and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study was threefold. First, it aimed to examine the effect of instructional feedback clarity on the learning and motivation of students with mathematical difficulties, as well as to assess whether their mathematics achievement is affected by socioeconomic background, gender, and performance level. Second, the study aimed to explore the relations between instructional feedback clarity in mathematics lessons and achievement in math cognitive domains (knowing, applying, and reasoning), along with motivation and confidence in mathematics. Third, the study also aimed to investigate whether the achievement and motivation of students with math difficulties are predicted by the level of instructional feedback clarity and confidence in mathematics when considering their socioeconomic factors. The study was an analysis of low performance in mathematics of fourth-grade students from Kosovo in Trends in International Mathematics and Science Study (TIMSS) 2019. The TIMSS 2019 dataset for the Kosovo national sample of 4495 students, nested in 219 classrooms from 145 schools was used to conduct a secondary data analysis. From this sample, 2708 students identified with low performance in the TIMSS 2019 mathematics assessment were the focus of the present study. Results of the study showed that the vast majority of fourth-grade students with mathematical difficulties reported that instructional feedback they received in math lessons was of high clarity. However, the percentage of students with low achievement in mathematics was also high. There was a significant difference in students’ mathematics achievement in terms of their background characteristics and performance level. The results showed that overall math achievement and motivation were higher for students who reported high clarity of instructional feedback compared to students who reported moderate to low clarity of instructional feedback in mathematics lessons. The same effect was observed on mathematics cognitive skills: math knowing, math applying, and math reasoning. Moreover, the clarity level of instructional feedback and the confidence level in mathematics were explanatory predictors of students’ mathematics achievement and motivation in mathematics even when considering their socioeconomic status, which also added to the explanatory variance in math outcomes. Implications of the findings for the educational policy and instructional practice were discussed.

Download or read book Motivation in Mathematics written by Martha Carr and published by Hampton Press (NJ). This book was released on 1996 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: An overview of the different issues in motivation in mathematics. Chapters are included that present both theory and research on the influence of gender, culture, the classroom environment, and curriculum on children's mathematical performance and evaluation.

Download or read book Effects of Evaluative Feedback on Math Self efficacy Grade Self efficacy and Math Achievement of Ninth Grade Algebra Students A Longitudinal Approach written by Deborah June Burnett Thompson and published by . This book was released on 2007 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: The double-blind study used two intact ninth grade high school Algebra One classes for a total sample size of 46. Within each of the classes the participants were assigned randomly to one of three treatment groups: self-referenced feedback, social-referenced feedback, and a control group. Self-referenced feedback compared the student's performance to his or her previous performances. Social-referenced feedback compared the student's performance to that of the other students in the class. The control group did not receive comparative feedback but innocuous comments such as "study your notes before class."