Social Influences, School Motivation and Gender Differences: An Application of the Expectancy-Value Theory

Autor/in	Fan, Weihua
Titel	Social Influences, School Motivation and Gender Differences: An Application of the Expectancy-Value Theory
Quelle	In: Educational Psychology, 31 (2011) 2, S.157-175 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Expectation; Academic Achievement; Structural Equation Models; Student Motivation; Social Influences; Gender Differences; Academic Ability; Self Concept; Teacher Student Relationship; Peer Groups; Student Attitudes; Surveys; Longitudinal Studies + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Schulleistung; Schulische Motivation; Sozialer Einfluss; Geschlechterkonflikt; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Gleichaltrigengruppe; Peer Group; Schülerverhalten; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher-student relationship and peer friends' academic value to student task values; and (2) the relations of student values and educational expectation with student academic engagement. Despite the detected gender differences, similar findings across gender groups were also noted. In addition, results from the Multiple Indicator Multiple Cause analyses demonstrated the existence of latent factor mean non-invariance between boys and girls on multiple school motivational factors and social influences. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10