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MOTIVATION, GENDER AND SECOND LANGUAGE LEARNING: the connection between motivation, gender and achievement when learning English as a second language
Halmstad University, School of Teacher Education (LUT).
2004 (English)Independent thesis Advanced level (degree of Master (One Year))Student thesis
Abstract [en]
The aim of this study is to inverstigate if pupils easier attain their goals if they are highly motivated to the subject at hand? More specifically the focus is on differences between gender in motivation/attitude versus achhievement in school. The focus is also on differences between English A and English B in motivation/attitude versus achhievement in school. The national Exam results in English and questionnaire for the pupils are used as primary sources of information. The results show no statistically significant differences between gender or on the different National Exams except on the writing part where girls perform better than boys, although there are no differences in attitude/motivation on this part. The girls also perform better inschool and they have better attitudes and are more motivated, although those results are not statistically significant. The conclusion is that since girls both have better attitudes and higher motivation and also higher grades, the assumption that motivation triggers performance can be made or the assumption that higher grades triggers motivation.
Place, publisher, year, edition, pages
2004.
Identifiers
URN: urn:nbn:se:hh:diva-12871Local ID: U11938OAI: oai:DiVA.org:hh-12871DiVA: diva2:368034
Uppsok
Social and Behavioural Science, Law
Note
Denna uppsats kan beställas från arkivet / This paper can be ordered from the archive. Kontakta / Contact: arkivet@hh.seAvailable from: 2010-11-09 Created: 2010-11-09Bibliographically approved

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