Expectancy-Value Factors, Gender, and Achievement: Is There a Differences between Algebra and Geometry?
dc.contributor.advisor | Peters-Burton, Erin E | |
dc.contributor.author | Mazzarella, Michael | |
dc.creator | Mazzarella, Michael | |
dc.date.accessioned | 2018-10-22T01:17:14Z | |
dc.date.available | 2018-10-22T01:17:14Z | |
dc.date.issued | 2017 | |
dc.description.abstract | The purpose of this dissertation is to examine the relationship among standardized test | |
dc.format.extent | 317 pages | |
dc.identifier.uri | https://hdl.handle.net/1920/11221 | |
dc.language.iso | en | |
dc.rights | Copyright 2017 Michael Mazzarella | |
dc.subject | Educational psychology | |
dc.subject | Mathematics education | |
dc.subject | Algebra | |
dc.subject | Expectancy | |
dc.subject | Geometry | |
dc.subject | Mathematics | |
dc.subject | Motivation | |
dc.subject | Value | |
dc.title | Expectancy-Value Factors, Gender, and Achievement: Is There a Differences between Algebra and Geometry? | |
dc.type | Dissertation | |
thesis.degree.discipline | Education | |
thesis.degree.grantor | George Mason University | |
thesis.degree.level | Ph.D. |
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