The Relationships among Girl Students’ Gender Beliefs, Social Support and Learning Motivation in Mathematics and Science at Malaysia Chinese Independent Schools

• Main Authors: Chen Ching Fong, 曾慶方
• Other Authors: Hsin-Yi Kung, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/q539kr

碩士 === 國立彰化師範大學 === 教育研究所 === 102 === The purpose of the study was to explore the relationships between girl students’ gender beliefs, social support and learning motivation in mathematics and science at Malaysian Chinese Independent Schools. Questionnaires were administered to participants of 484 ninth-grade girl students in Malaysia. Descriptive statistics, t-test, Pearson's product-moment correlation, and multiple regression analysis were utilized to analyze the survey data. The findings were as follows: first, girl students’ gender identity were average, their gender equality attitude were above average, their social support of learning motivation in Math/Science were above average, and their learning motivation were average. Second, there were no significant differences in learning motivation in Math/Science among students with different gender identity. Third, there were significant differences in learning motivation in Math/Science among students with different gender equality attitude, where higher gender equality attitude students were more motivated in Math/Science. Fourth, there were significant differences in learning motivation in Math/Science among students with different social support, those who has more social support, were more motivated in Math/Science. Fifth, there were partial significantly positive correlations between gender beliefs, social support and learning motivation in Math/Science. Final, girl students’ gender equality attitude and social support could significantly predict their learning motivation in Math/Science. Implications of these results were discussed and suggestions for educators, parents and future research were also given.