Bakhtiar, Aishah Mohammad (2013) Motivational characteristic differences between procedural and conceptual fraction learners. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
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Research concerning the ability to do fractions suggests that procedural and conceptual understanding are important for learning fractions (Hallett, Nunes, Bryant, & Thorpe, 2012; National Mathematics Advisory Panel, 2008). No research to date, however, has looked at whether conceptual or procedural knowledge are differentially related to academic motivational variables. In this study, procedural and conceptual learners were examined on three motivational variables: i) self-concept; ii) self-attribution; and iii) goal-orientation. The data suggest that the two types of learners can be differentiated based on motivations, with correlational analyses demonstrating differences in math self-concept and students' use of ability attribution when explaining math failure.
|Item Type:||Thesis (Masters)|
|Additional Information:||Includes bibliographical references (leaves 68-84).|
|Keywords:||conceptual and procedural knowledge; academic motivation; math selfconcept; self-attribution; goal orientation|
|Department(s):||Humanities and Social Sciences, Faculty of > Psychology
Science, Faculty of > Psychology
|Library of Congress Subject Heading:||Learning, Psychology of; Motivation in education; Concept learning; Implicit learning.|
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