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Gender, Self-Construal, and Project-Based Learning #564

This study examines the effects of gender and self-construal on motivation, as well as the mediating effects of self-construal in the relationship between gender and motivation in project-based learning (PBL) settings. Japanese university students that enrolled in PBL English classes (N = 180) responded to questionnaires on self-construal and motivation. Results of path and mediation analyses revealed that gender and self-construal have significant direct effects on motivation in PBL settings.