“…This study therefore, investigated the (i) effect of personalization of instruction on students" motivation to learn mathematics word problems and (ii) effect of gender on motivation to learn mathematics word problems. Gender was included as a variable of interest in the present study because of its importance in mathematics education world-wide and more importantly differential findings of gender in previous researches on motivation exist (Anderman & Anderman, 1999, Anderman & Midgley, 1997Eccles, Wigfield, Harold, & Blumenfeld, 1993;Jacobs, Lanza, Osgood, Eccles, & Wigfield , 2002;Seidman, Allen, Aber, Mitchell & Feinman, 1994;Watt, 2004;Wigfield, Eccles, Mac Iver, Reuman & Midgley, 1991). Boys may be more likely than girls to endorse personal ability goals (Anderman & Midgley, 1997).…”