Improving Student Motivation and Self-Regulation in Science and Mathematics Classes: Examining the Impact of the Learning Environment
| dc.contributor.author | Burdakova, Yulia | |
| dc.contributor.supervisor | Assoc. Prof. Jill Aldridge | en_US |
| dc.date.accessioned | 2018-10-18T02:42:34Z | |
| dc.date.available | 2018-10-18T02:42:34Z | |
| dc.date.issued | 2018 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/70545 | |
| dc.description.abstract |
The overarching aim of this study was to investigate malleable learning environment factors that could be changed to enhance students’ motivation in mathematics and science classes. This mixed-methods study involved the collection of: quantitative data (N=19 classes with 351 students) using surveys to assess students’ perceptions of the learning environment and student motivation; and qualitative information (N=56 students) using observations and interviews. The results provide important information about how to create motivation-driven classroom environments. | en_US |
| dc.publisher | Curtin University | en_US |
| dc.title | Improving Student Motivation and Self-Regulation in Science and Mathematics Classes: Examining the Impact of the Learning Environment | en_US |
| dc.type | Thesis | en_US |
| dcterms.educationLevel | PhD | en_US |
| curtin.department | School of Education | en_US |
| curtin.accessStatus | Open access | en_US |
| curtin.faculty | Humanities | en_US |