The interplay of gender and social background. A longitudinal study of interaction effects in reading attitudes and behaviour.

Autor/inn/en	Becker, Michael; McElvany, Nele
Titel	The interplay of gender and social background. A longitudinal study of interaction effects in reading attitudes and behaviour.
Quelle	In: British journal of educational psychology, 88 (2018) 4, S. 529-549Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0007-0998; 2044-8279
DOI	10.1111/bjep.12199
URN	urn:nbn:de:0111-pedocs-169174
Schlagwörter	Längsschnittuntersuchung; Vergleich; Bildungsniveau; Stereotyp; Erwartung; Selbstkonzept; Lesetest; Soziale Herkunft; Junge; Geschlechtsspezifischer Unterschied; Leseverhalten; Berlin; Deutschland; Eltern; Erwartung; Grundschule; Junge; Längsschnittuntersuchung; Lesen; Mädchen; Motivation; Schüler; Stereotyp; Soziale Herkunft; Leseverhalten; Bildungsniveau; Leistungsmessung; Lesetest; Überzeugung; Vergleich; Lesekompetenz; Eltern; Grundschule; Schüler; Motivation; Lesekompetenz; Lesen; Überzeugung; Migrationshintergrund; Sozioökonomische Lage; Migrationshintergrund; Einflussfaktor; Leistungsmessung; Mädchen; Berlin; Deutschland
Abstract	Background: Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. Aims: This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences in gender and socio-economic family background. Drawing on expectancy-value theory, we regarded reading-related self-concept, motivation, and behaviour as key to explaining the growing differences between boys and girls in adolescence. Specifically, we focused on the interaction between gender and socio-economic background in children, which has been discussed in the context of moderating gender differences but not in the context of reading-related attitudes and behaviour. Sample: The investigation is based on a longitudinal sample of N = 717 German students between third and sixth grades. Method: We used questionnaire data from both students and parents. To compare students' development across time, we applied multigroup latent growth curve models. Results: We found evidence of increasing gender differences, which were also moderated by the socio-economic status (SES) of parents: a gender gap either already existed (intrinsic motivation and reading behaviour) or intensified (reading self-concept and reading behaviour) between third and sixth grades. The interaction of gender and SES seemed particularly important for reading self-concept, with the gender gap growing less substantially for higher-SES children. Moreover, this pattern persisted for reading self-concept, even when controlling for achievement differences. Conclusions: The results provide evidence that gender, social background, and the interaction of the.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/2