This study examines how gender has an impact on elementary school students’ goal orientations, use of learning strategies, and mathematics achievement. The sample consisted of 1019 seventh grade elementary school student, enrolled in public elementary schools, located at four different urban and rural districts in Ankara. Data were collected during the spring semester of 2009-2010 academic years. Participants completed a survey composed of two parts; a questionnaire and a mathematics achievement test. The results of the study revealed that female students had significantly different achievement goal orientations, perception of classroom goal orientations, use of learning strategies, and mathematics achievement than male students. However, Regardless of the statistical significances obtained, the actual differences in the mean scores were highly small practical significance.
|Keywords:||Achievement Goal Orientation, Classroom Goal Structure, Self-efficacy, Self-regulation Strategies, Achievement, Mathematics Education|
Doctoral Student, Elementary Education, Middle East Technical University, Ankara, Turkey
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