Students' Motivation in Biology Lessons--Can Student Autonomy Reduce the Gender Gap?

Autor/inn/en	Großmann, Nadine; Hofferber, Natalia; Wilde, Matthias; Basten, Melanie
Titel	Students' Motivation in Biology Lessons--Can Student Autonomy Reduce the Gender Gap?
Quelle	In: European Journal of Psychology of Education, 38 (2023) 1, S.409-434 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Großmann, Nadine) ORCID (Basten, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00604-1
Schlagwörter	Foreign Countries; Science Instruction; Biology; Gender Differences; Self Determination; Personal Autonomy; Grade 6; Teaching Methods; Instructional Effectiveness; Student Motivation; Germany + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Geschlechterkonflikt; Selbstbestimmung; Individuelle Autonomie; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schulische Motivation; Deutschland
Abstract	When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (M[subscript age] = 11.31 years, SD[subscript age] = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01