Literaturnachweis - Detailanzeige
Autor/inn/en | Kessels, Ursula; Van Houtte, Mieke |
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Titel | Side Effects of Academic Engagement? How Boys' and Girls' Well-Being Is Related to Their Engagement and Motivational Regulation |
Quelle | In: Gender and Education, 34 (2022) 6, S.627-642 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kessels, Ursula) ORCID (Van Houtte, Mieke) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0954-0253 |
DOI | 10.1080/09540253.2021.2011840 |
Schlagwörter | Learner Engagement; Gender Differences; Well Being; Student Motivation; Student Behavior; Foreign Countries; Secondary School Students; Belgium |
Abstract | While female students are more successful and show more behavioural engagement at school than male students, they also report lower levels of subjective well-being. This study examines how motivational regulation interacts with school engagement in predicting subjective well-being of male and female students. In questionnaire data from a representative sample of Flemish students in the academic track (N = 3452, age 13-14) female students reported lower subjective well-being, more engagement, and more autonomous than controlled motivation compared to male students. Multilevel-analyses, carried out separately for female and male students, revealed that for both genders, subjective well-being was positively associated with engagement and negatively associated with a more controlled than autonomous motivation. For female students only, motivational regulation significantly interacted with engagement in predicting their well-being. The negative association between having more controlled than autonomous motivation and subjective well-being was less strong for female students showing higher school engagement. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |