The Connections Between Students Self-motivation, Their Classification （Typical Learners, Academic Intervention Services Learners, and Gifted）, and Gender in a Standardized Social Studies Test  

作　　者：Jeffrey J. Dupree Elsa Sofia Morote 

机构地区：[1]Alderson-Broaddus College, West Virginia, USA [2]Dowling College, New York, USA

出　　处：《US-China Education Review(B)》2011年第1期150-154,共5页美中教育评论（B）

摘　　要：This study examines differences, if any, between gender, level of motivation, and students＇ classification （typical learners, academic intervention services learners, and gifted） in scores upon DBQ （document-based questions） among the sixth grade students. 64 grade students were given a DBQ as part of their final examination. Students scores were evaluated with a series of one way ANOVA （Analysis of Variance） to determine if differences existed. The ANOVA＇s showed that no difference existed in the means by gender, but that significant differences existed by student classification type and the level of motivation of the students

关 键 词：NCLBrisk student learniannual testing DBQ （document-based questions） middle school advanced placement testing atng student classification student motivation student gender 

分 类 号：TP391.72[自动化与计算机技术—计算机应用技术] G424.74[自动化与计算机技术—计算机科学与技术]