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An Investigation of High Ability Ado...

Carmody, Heather Jean.

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An Investigation of High Ability Adolescent Students' Affective and Motivational Responses to Mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Investigation of High Ability Adolescent Students' Affective and Motivational Responses to Mathematics./
Author:	Carmody, Heather Jean.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	206 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
Subject:	Gifted education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258425
ISBN:	9780355088045

An Investigation of High Ability Adolescent Students' Affective and Motivational Responses to Mathematics.
Carmody, Heather Jean.

An Investigation of High Ability Adolescent Students' Affective and Motivational Responses to Mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 206 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2017.

Students' motivational and affective responses to mathematics are related to their academic performance. This mixed methods study involved survey results from 394 middle and high school high ability students. Data revealed that students believed success was possible, and that the usefulness and enjoyment of mathematics precipitated high motivational ratings. Students' responses showed that it is possible to simultaneously have multiple goal orientations. Using MANOVA, slight quantitative differences existed between the responses of boys and girls and larger differences existed when acceleration level was considered. At extremely advanced levels, significant gender differences existed relative to placement.

ISBN: 9780355088045Subjects--Topical Terms:

3172499
Gifted education.

An Investigation of High Ability Adolescent Students' Affective and Motivational Responses to Mathematics.
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520 $a Students' motivational and affective responses to mathematics are related to their academic performance. This mixed methods study involved survey results from 394 middle and high school high ability students. Data revealed that students believed success was possible, and that the usefulness and enjoyment of mathematics precipitated high motivational ratings. Students' responses showed that it is possible to simultaneously have multiple goal orientations. Using MANOVA, slight quantitative differences existed between the responses of boys and girls and larger differences existed when acceleration level was considered. At extremely advanced levels, significant gender differences existed relative to placement.
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