@inbook{a27d1bc26c2a47159d1bc5515c895d43,
title = "Middle school boys' and girls' own expressions of aspirations for their mathematics learning",
abstract = "As an alternative approach to studying the affective dimensions of students{\textquoteright} learning with normative surveys, pre-defined constructs, and Likert-scale response items, this study used a free-response format that sought students{\textquoteright} views in their own words. Data were collected on over 3500 middle school students{\textquoteright} aspirations for mathematics learning and generated a wide range of responses related to goals, interest, self-efficacy, and effort. The students also shared their perspectives on interactions with teachers, the classroom environment, and learning tasks. This chapter presents a comparative analysis of boys{\textquoteright} and girls{\textquoteright} responses at different year levels, to investigate the nature and frequency of their aspirations and to seek evidence of spontaneously generated goal orientations.",
keywords = "affect gender, goal orientations, middle school mathematics, motivation",
author = "Wilkie, {Karina Joyce}",
year = "2019",
doi = "10.1007/978-3-030-13761-8_8",
language = "English",
isbn = "9783030137601",
series = "ICME-13 Monographs",
publisher = "Springer",
pages = "165--194",
editor = "Hannula, {Markku S.} and Leder, {Gilah C.} and Francesca Morselli and Maike Vollstedt and Qiaoping Zhang",
booktitle = "Affect and Mathematics Education",
edition = "1st",
}