Home assignments Mandy Roosendaal, 2663488
Home assignment 1
The sample consisted of 200 students (all with a unique identification number), of which 18%
male and 82% female. The age of the students ranged from 17 to 45 years old (Mo=19). After
removing one extreme value, the number of years mathematics education varied from one
through nine years (M = 6.8, SD = 1.71). The highest education most students completed was
VWO (67.5%). In secondary school, they either pursued the Natuur en Techniek profile, the
Natuur en Gezondheid profile, the Economie en Maatschappij profile, the Cultuur en
Maatschappij profile, or another profile (Mo=Cultuur en Maatschappij). The students
assessed their proficiency in mathematics with a grade varying from 1 through 9 (M=5.94,
SD=1.65), with 1 being the lowest grade and 10 being the highest grade.
, Home assignments Mandy Roosendaal, 2663488
Home assignment 2
The sample consisted of 150 students, of which 13.3% male and 86.7% female. The age of
the students ranged from 17 to 28 years old (M=19.36, SD=1.83). The highest education most
students completed was VWO (84%). Most students in this sample study psychology (72%),
the remaining students study pedagogical sciences (28%).
Different motivation scores were measured for both psychology and pedagogy students.
The performance motivation score for psychology students ranged from 7 to 29 (M=19.95,
SD=4.8), and the performance motivation score for pedagogy students ranged from 12 to 30
(M=19.69, SD=4.15). Intrinsic motivation scores for psychology students ranged from 3 to 15
(M=10.65, SD=2.66), and for pedagogy students from 4 to 15 (M=10.69, SD=2.6). Extrinsic
motivation scores for psychology students ranged from 3 to 15 (M=7.56, SD=2.66), and for
pedagogy students from 3 to 15 as well (M=8.02, SD=2.32). Most psychology students did
not have motivation to understand others (63.9%), and neither did most pedagogy students
(66.7%). Most psychology students also did not have motivation to help others (75%), while
only about half of the pedagogy students did not have motivation to help others (52.4%). The
most noticeable difference between the two types of students is the motivation to help others.
Home assignment 1
The sample consisted of 200 students (all with a unique identification number), of which 18%
male and 82% female. The age of the students ranged from 17 to 45 years old (Mo=19). After
removing one extreme value, the number of years mathematics education varied from one
through nine years (M = 6.8, SD = 1.71). The highest education most students completed was
VWO (67.5%). In secondary school, they either pursued the Natuur en Techniek profile, the
Natuur en Gezondheid profile, the Economie en Maatschappij profile, the Cultuur en
Maatschappij profile, or another profile (Mo=Cultuur en Maatschappij). The students
assessed their proficiency in mathematics with a grade varying from 1 through 9 (M=5.94,
SD=1.65), with 1 being the lowest grade and 10 being the highest grade.
, Home assignments Mandy Roosendaal, 2663488
Home assignment 2
The sample consisted of 150 students, of which 13.3% male and 86.7% female. The age of
the students ranged from 17 to 28 years old (M=19.36, SD=1.83). The highest education most
students completed was VWO (84%). Most students in this sample study psychology (72%),
the remaining students study pedagogical sciences (28%).
Different motivation scores were measured for both psychology and pedagogy students.
The performance motivation score for psychology students ranged from 7 to 29 (M=19.95,
SD=4.8), and the performance motivation score for pedagogy students ranged from 12 to 30
(M=19.69, SD=4.15). Intrinsic motivation scores for psychology students ranged from 3 to 15
(M=10.65, SD=2.66), and for pedagogy students from 4 to 15 (M=10.69, SD=2.6). Extrinsic
motivation scores for psychology students ranged from 3 to 15 (M=7.56, SD=2.66), and for
pedagogy students from 3 to 15 as well (M=8.02, SD=2.32). Most psychology students did
not have motivation to understand others (63.9%), and neither did most pedagogy students
(66.7%). Most psychology students also did not have motivation to help others (75%), while
only about half of the pedagogy students did not have motivation to help others (52.4%). The
most noticeable difference between the two types of students is the motivation to help others.
