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dc.contributor.authorLwin, Sandar
dc.contributor.authorLynch, Richard
dc.date.accessioned2016-07-07T03:28:01Z
dc.date.available2016-07-07T03:28:01Z
dc.date.issued2015
dc.identifier.citationScholar: Au Graduate School of Education Journal 7, 2 (2015), 57-71en_US
dc.identifier.issn1906-6406
dc.identifier.urihttp://repository.au.edu/handle/6623004553/18010
dc.description.abstractAmong the several components of motivation for learning, the individual's sense of goal orientations, the impression and value of learning tasks, control of learning beliefs and perceptions of personal self-efficacy for learning are important components of the Social Cognitive Theory of Motivation for Learning, which provides the theoretical framework for this study. A number of studies have found that the gender gap in mathematics is highly correlated to perception of the culture of gender inequality in a society. The objectives of this study were to measure the levels of the matriculation students' motivation in learning mathematics and to investigate if there was any difference according to gender in five Burmese Migrant Learning Centers in Mae Sot. One hundred seven students (51 male and 56 female), aged 15-29 years, participated in the survey. The results of this study showed that the differences between genders on average motivation in learning mathematics were small among the migrant learning centers' matriculation students. However, female students had a lower level in overall motivation, higher motivation in control of learning beliefs and lower motivation in the factor of perceived self-efficacy. The reasons for this are likely culturally rooted and sustained. Traditionally, in Burmese culture, boys are regarded and treated as being superior to girls. This cultural perspective most likely affects the girls' motivation and self-confidence in their learning. The article concludes with recommendations for practice and for future research.en_US
dc.format.extent15 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.publisherDigital Production Press, Assumption Universityen_US
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.en_US
dc.subjectMotivationen_US
dc.subjectSocial cognitive theory of motivationen_US
dc.subjectGender equalityen_US
dc.subjectGoal orientationsen_US
dc.subjectTask valueen_US
dc.subjectControl of learning beliefsen_US
dc.subjectSelf-efficacyen_US
dc.subject.otherScholar: -- AU Graduate School of Education Journal
dc.subject.otherScholar: -- AU Graduate School of Education Journal -- 2015
dc.titleA comparative study of matriculation students' motivation for learning mathematics according to gender in five Burmese Migrant Learning Centers in Mae Sot, Thailanden_US
dc.typeTexten_US
mods.genreJournal Articleen_US
au.link.externalLink[Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/1506/1299)


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