Differences in Study Motivation within and between Genders: An Examination by Gender Typicality among Early Adolescents

Autor/inn/en	Vantieghem, Wendelien; Van Houtte, Mieke
Titel	Differences in Study Motivation within and between Genders: An Examination by Gender Typicality among Early Adolescents
Quelle	In: Youth & Society, 50 (2018) 3, S.377-404 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X15602268
Schlagwörter	Foreign Countries; Gender Differences; Student Motivation; Learning Motivation; Self Determination; Identification (Psychology); Grade 7; Scores; Well Being; Personal Autonomy; Teacher Expectations of Students; Likert Scales; Measures (Individuals); Questionnaires; Ability; Mathematics Skills; Language Skills; Indo European Languages; Statistical Analysis; Hypothesis Testing; Multiple Regression Analysis; Belgium + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Schulische Motivation; Motivation for studies; Lernmotivation; Selbstbestimmung; School year 07; 7. Schuljahr; Schuljahr 07; Well-being; Wellness; Wohlbefinden; Individuelle Autonomie; Likert-Skala; Messdaten; Fragebogen; Fähigkeit; Fertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Indoeuropäisch; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Belgien
Abstract	Despite boys' educational underachievement, gender differences in study motivation have received little research attention. Guided by self-determination theory and the identity-based motivation model, this study investigates differences in study motivation between boys and girls, as well as within each gender. To adequately consider these within-gender differences, we investigate gender and gender typicality interactions in a sample of 6,380 Flemish seventh graders collected in 2012-2013. Results from multilevel analyses show that, in line with the educational gender gap, girls display higher levels of autonomous motivation. Furthermore, gender-typical girls score highest on autonomous motivation. Gender-typical boys score considerably lower, though they outperform self-perceived atypical boys and girls. In controlled motivation, no differences are observed between boys and girls of equal ability. Nevertheless, higher scores on gender typicality contribute to a higher sense of controlled motivation. The results are discussed in light of well-being, the need for autonomy, and gendered expectations of teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01