The Mediating Role of Student Motivational Beliefs and Study Habits in Explaining Relationships between Gender and Academic Task Engagement: The Case in Bahir Dar Special zone Secondary Schools

Demeke Binalf

dc.contributor.author	Demeke Binalf
dc.date.accessioned	2018-01-24T03:17:50Z
dc.date.available	2018-01-24T03:17:50Z
dc.date.issued	2007-01-24
dc.identifier.uri	http://hdl.handle.net/123456789/8583
dc.description.abstract	Motivational beliefs and selected study habit variables were examined as potential mediators of the relationships between gender and academic task engagement. A total of 284 (male = 163 and female = 121) randomly selected preparatory secondary school students involved in the study. A path model was used to identify exact mediator variables, visa-vise, intrinsic motivation, time management and note taking skills were found to be significant mediators. As it was expected gender exhibited indirect effect 011 academic task engagement via these mediator variables.	en_US
dc.language.iso	en	en_US
dc.subject	psycology	en_US
dc.title	The Mediating Role of Student Motivational Beliefs and Study Habits in Explaining Relationships between Gender and Academic Task Engagement: The Case in Bahir Dar Special zone Secondary Schools	en_US
dc.type	Thesis	en_US