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The relationship of motivated strategies for learning, mental toughness, and grit to developmental math student success in an adaptive learning technology environment.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The relationship of motivated strategies for learning, mental toughness, and grit to developmental math student success in an adaptive learning technology environment./
Author:	VanderHeiden Guney, Stacey Lynn.
Description:	1 online resource (171 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Educational tests & measurements. -
Online resource:	click for full text (PQDT)
ISBN:	9781369522310

The relationship of motivated strategies for learning, mental toughness, and grit to developmental math student success in an adaptive learning technology environment.
VanderHeiden Guney, Stacey Lynn.

The relationship of motivated strategies for learning, mental toughness, and grit to developmental math student success in an adaptive learning technology environment. - 1 online resource (171 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The importance of the study is grounded in the need to increase the success rates at community colleges, which is critical for meeting national goals for college attainment and promoting upward social mobility. The majority of community college students arrive unprepared for college-level math and are placed into developmental math. A drive to increase math performance has focused on course redesigns incorporating adaptive learning technologies. While adept at adapting subject matter to students' individual needs, there remains the need to understand the role of student metacognition in the learning process. The purpose of this study is to investigate the association between specific learner attributes and academic success in developmental math for students who are acquiring their skills through an adaptive learning technology environment. The Motivated Strategies of Learning Questionnaire, GRIT, and Mental Toughness Questionnaires were used to uncover relationships and differences between measured traits, student success, and demographic items such as age, gender, race, amount of time spent in paid work, and previous credits. Survey results were analyzed using a correlation research design and demonstrated significant relationships between time and gender, topics mastered and race, time and Motivated Strategies for Learning, time and self-regulation, and grade and emotional control. The study makes recommendations about how to best develop and leverage adaptive learning technologies in the future.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369522310Subjects--Topical Terms:

1180442
Educational tests & measurements.
Index Terms--Genre/Form:

554714
Electronic books.

The relationship of motivated strategies for learning, mental toughness, and grit to developmental math student success in an adaptive learning technology environment.
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100 1 $a VanderHeiden Guney, Stacey Lynn. $3 1182715
245 1 4 $a The relationship of motivated strategies for learning, mental toughness, and grit to developmental math student success in an adaptive learning technology environment.
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300 $a 1 online resource (171 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
500 $a Adviser: Gerald Knezek.
502 $a Thesis (Ph.D.) $c University of North Texas $d 2016.
504 $a Includes bibliographical references
520 $a The importance of the study is grounded in the need to increase the success rates at community colleges, which is critical for meeting national goals for college attainment and promoting upward social mobility. The majority of community college students arrive unprepared for college-level math and are placed into developmental math. A drive to increase math performance has focused on course redesigns incorporating adaptive learning technologies. While adept at adapting subject matter to students' individual needs, there remains the need to understand the role of student metacognition in the learning process. The purpose of this study is to investigate the association between specific learner attributes and academic success in developmental math for students who are acquiring their skills through an adaptive learning technology environment. The Motivated Strategies of Learning Questionnaire, GRIT, and Mental Toughness Questionnaires were used to uncover relationships and differences between measured traits, student success, and demographic items such as age, gender, race, amount of time spent in paid work, and previous credits. Survey results were analyzed using a correlation research design and demonstrated significant relationships between time and gender, topics mastered and race, time and Motivated Strategies for Learning, time and self-regulation, and grade and emotional control. The study makes recommendations about how to best develop and leverage adaptive learning technologies in the future.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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773 0 $t Dissertation Abstracts International $g 78-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10307617 $z click for full text (PQDT)