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- W4384306192 abstract "The study intends to examine the dimensions of teaching perceived by students in mathematics and their relations with attitudes towards mathematics (ATM) across genders. In this study, 602 students (Mage = 13.55, 48.34% male) from Chinese middle schools participated in a questionnaire assessing their perceptions of general and content-focused instruction and ATM. The Rasch model demonstrated that the six-factor model of classroom teaching is superior to one-factor and two-factor (i.e., general and content-focused instruction) models. The links between dimensions of teaching and attitude compositions were shown to be different across genders. Further, dimensions of teaching were important for boys' enjoyment and value and girls' boredom and self-concept in mathematics. Lastly, compared to content-focused instruction, the explanation degree of the general instruction to ATM is higher in both boys and girls." @default.
- W4384306192 created "2023-07-15" @default.
- W4384306192 creator A5016566619 @default.
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- W4384306192 date "2023-09-01" @default.
- W4384306192 modified "2023-10-03" @default.
- W4384306192 title "Dimensions of students’ views of classroom teaching and attitudes towards mathematics: A multi-group analysis between genders based on structural equation models" @default.
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- W4384306192 doi "https://doi.org/10.1016/j.stueduc.2023.101289" @default.
- W4384306192 hasPublicationYear "2023" @default.
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