Female Students in Quantitative Courses: An Exploration of their Motivational Sources, Learning Strategies, Learning Behaviors, and Course Achievement-Reference-Cited by-同舟云学术

Female Students in Quantitative Courses: An Exploration of their Motivational Sources, Learning Strategies, Learning Behaviors, and Course Achievement

Published:2021-07-19 Issue: Volume: Page:
ISSN:2211-1662
Container-title:Technology, Knowledge and Learning
language:en
Short-container-title:Tech Know Learn

Author:

Dabas Chitra S.^ORCID,Muljana Pauline S.^ORCID,Luo Tian^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Computer Science Applications,Human-Computer Interaction,Education,Mathematics (miscellaneous)

Link

https://link.springer.com/content/pdf/10.1007/s10758-021-09552-z.pdf

Reference116 articles.

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2. Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens, & K. J. Underwood (Eds.), Self-regulated learning in technology enhanced learning environments: A European perspective. Sense Publishers.

3. Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of self-efficacy and self-regulation. Journal of Advanced Academics, 22(3), 448–473.

4. Bergin, S., Reilly, R., Traynor, D. (2005). Examining the role of self-regulated learning on introductory programming performance. In Proceedings of the first International Workshop on Computing Education Research, pp. 81–86.

5. Beyer, S. (2008). Predictors of female and male computer science students’ grades. Journal of Women and Minorities in Science and Engineering, 14(4), 377–409.

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