Interest and motivation towards Mathematics: Most talented students’ self-perception

Gender Differences in Gifted and Average-Ability Students Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics

This article investigates gender differences in 181 gifted and 181 average-ability sixth graders in achievement, academic self-concept, interest, and motivation in mathematics. Giftedness was conceptualized as nonverbal reasoning ability and defined by a rank of at least 95% on a nonverbal reasoning subscale of the German Cognitive Abilities Test. Mathematical achievement was measured by teache...

Gifted and talented students

Attitude Towards Academic Fraud and Its Relation with The Motivation of Students' Academic Achievement and Self-Esteem

Introduction: Fraud is one of the most important factors in learning among students Therefore, identification of factors influencing attitudes towards academic fraud is essential. The aim of this study was to investigate the attitude toward academic fraud and its relation to the motivation of academic achievement and self esteem in students of Rafsanjan University of Medical Sciences in 2018. M...

Interactive whiteboards produce small gains in elementary students' self-reported motivation in mathematics

0360-1315/$ see front matter 2009 Elsevier Ltd. A doi:10.1016/j.compedu.2009.08.019 * Corresponding address: Department of Curricul United States. Tel.: +1 516 463 5803; fax: +1 516 E-mail address: [email protected] (B. Torff). A treatment/control study (N = 773) was conducted to determine the extent to which use of interactive whiteboard technology (IWB) was associated with upper element...

Tracking, Grading, and Student Motivation: Using Group Composition and Status to Predict Self-Concept and Interest in Ninth-Grade Mathematics

Assigning students to different classes on the basis of their achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of “assimilation” and “contrast” effects, which specifies teacher-assigned grade...