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Gender differences in causal attributions, self-regulation, achievement motivation, and academic performance following an intervention

Abstract This study examined whether male and female students differed in their responses to an intervention focused on causal attributions, self-regulation, and achievement motivation. Using a one-group pre-test-post-test quasi-experimental design with an embedded mixed-methods approach, 84 grade 1...

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Auteurs principaux: Yeshitla Meaza Meshesha, Fisseha Mikre Weldmeskel
Format: Artigo
Langue:Inglês
Publié: BMC 2026-03-01
Collection:BMC Psychology
Sujets:
Academic performance
Achievement motivation
Causal attributions
Gender
Intervention
Self- regulation
Accès en ligne:https://doi.org/10.1186/s40359-026-04357-0
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