Gender Differences in Science Motivational Beliefs and Their Relations with Achievement over Grades 4 and 8: A Multinational Perspective

Autor/inn/en	Liou, Pey-Yan; Lin, Yao-Mei; Huang, Ssu-Ching; Chen, Sufen
Titel	Gender Differences in Science Motivational Beliefs and Their Relations with Achievement over Grades 4 and 8: A Multinational Perspective
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 1, S.233-249 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liou, Pey-Yan) ORCID (Chen, Sufen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10243-5
Schlagwörter	Gender Differences; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Elementary School Students; Middle School Students; Age Differences; Beliefs; Social Influences; Cultural Influences; Student Motivation; Science Achievement; Instructional Program Divisions; Self Concept; Value Judgment; Predictor Variables; Foreign Countries; Middle East; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Age; Difference; Age difference; Altersunterschied; Belief; Glaube; Sozialer Einfluss; Cultural influence; Kultureinfluss; Schulische Motivation; Selbstkonzept; Werturteil; Prädiktor; Ausland; Vorderasien
Abstract	This study investigated gender disparities in students' science motivational beliefs, conceptualized as self-concept and intrinsic value, from Grades 4 to 8 in 22 countries. The gender-specific relation between science motivational beliefs and achievement was also scrutinized. Data from the 2011 and 2015 national cohorts of the Trends in International Mathematics and Science Study (TIMSS) were explored. The "t" test and effect size results indicated gender gaps in self-concept and intrinsic value at the two grade levels. Boys' motivational beliefs were stronger than girls' in Grade 8 in the majority of countries, but the pattern in Grade 4 varied across countries. The relatively high science motivational beliefs among girls in Middle Eastern countries are extensively discussed from sociocultural perspectives. A downward trend of science motivational beliefs over grade levels occurred in all countries, and the degree to which girls' motivational beliefs decreased was greater than the decrease for boys in most of the countries. Moreover, the regression modeling results showed that boys' self-concept and intrinsic value accounted more for their science achievement than did girls' in both grades. Students' self-concept was a stronger predictor than intrinsic value of achievement, regardless of gender. The findings provide empirical evidence from multiple countries of the development trends of science motivational beliefs, with gender as the focus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01