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Mathematics motivation and achievement as predictors of high school students' guessing and help-seeking with instructional software.

The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help-seeking and inappropriate guessing behaviour while using instructional software. High school students ( n = 90) completed brief assessments of mathematics moti...

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Publicado en:Journal of Computer Assisted Learning Vol. 24; no. 6; pp. 507 - 515
Autores principales: Beal C, Qu L, Lee H
Formato: pictorial research tables/charts Journal Article
Publicado: Wiley-Blackwell Dec2008
Acceso en línea:Ver este registro en EBSCOhost
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      dt: Dec2008
      vid: 24
      iid: 6
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        105344552
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        2010457732
        10.1111/j.1365-2729.2008.00288.x
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        atl: Mathematics motivation and achievement as predictors of high school students' guessing and help-seeking with instructional software.
      aug:
        au:
          Beal C
          Qu L
          Lee H
        affil: Information Sciences Institute, University of Southern California, 4676 Admiralty Way, Marina del Rey, CA 90292. Email: cbeal@isi.edu
      sug:
        subj:
          Computer-Assisted Instruction
          Decision Making
          Help Seeking Behavior
          Mathematics Education
          Motivation
          Software Utilization
          Adolescence
          California
          Female
          Male
          Multimedia
          One-Way Analysis of Variance
          Outcomes of Education
          Post Hoc Analysis
          Questionnaires
          Schools, Secondary
          Self Concept
          Student Attitudes
          Students, High School
          Teaching Methods
          Human
          Adolescent: 13-18 years
          Female
          Male
      ab: The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help-seeking and inappropriate guessing behaviour while using instructional software. High school students ( n = 90) completed brief assessments of mathematics motivation and then worked with software for geometry instruction. Students' actions with the software were machine-classified to identify instances of appropriate help-seeking and inappropriate guessing. Mathematics teachers provided information about students' achievement (high, average or at risk of failing math class). Results indicated that students with low math self-concept were most likely to engage in inappropriate guessing behaviour. Students with low math achievement were most likely to engage in appropriate help-seeking while working with the software.
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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