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dc.contributor.authorClark, John William
dc.contributor.supervisorJill Aldridgeen_US
dc.date.accessioned2023-05-08T05:51:12Z
dc.date.available2023-05-08T05:51:12Z
dc.date.issued2022en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11937/91942
dc.description.abstract

This study investigated gender differences in relationships between the learning environment and student outcomes (motivation, self-regulation, mathematics anxiety and achievement) using a sample of 426 university-level mathematics students in the United Arab Emirates. The results suggest that whereas staying on task and completing work was related to student outcomes for all students, social aspects of the learning environment were only related to student outcomes for female students. These findings provide practical information to guide educational improvement.

en_US
dc.publisherCurtin Universityen_US
dc.titleGender Differences in the Relationships between the Learning Environment and Student Outcomesen_US
dc.typeThesisen_US
dcterms.educationLevelPhDen_US
curtin.departmentSchool of Educationen_US
curtin.accessStatusOpen accessen_US
curtin.facultyHumanitiesen_US
curtin.contributor.orcidClark, John William [0000-0001-6746-483]en_US


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