Staying with the Text: The Contribution of Gender, Achievement Orientations, and Interest to Students' Performance on a Literacy Task

Autor/inn/en	Graham, Jedda; Tisher, Ruth; Ainley, Mary; Kennedy, Gregor
Titel	Staying with the Text: The Contribution of Gender, Achievement Orientations, and Interest to Students' Performance on a Literacy Task
Quelle	In: Educational Psychology, 28 (2008) 7, S.757-776 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Literacy Education; Self Efficacy; Academic Achievement; Low Achievement; Reading Interests; Grade 9; Grade 10; Gender Differences; Males; Student Attitudes; Goal Orientation; Multiple Choice Tests; Regression (Statistics); Task Analysis; Reading Skills + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schulleistung; Unterdurchschnittliche Leistung; Leseinteresse; School year 09; 9. Schuljahr; Schuljahr 09; Geschlechterkonflikt; Male; Männliches Geschlecht; Schülerverhalten; Zielorientierung; Zielvorstellung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Regression; Regressionsanalyse; Aufgabenanalyse; Reading skill; Lesefertigkeit
Abstract	This study addresses concerns about boys' underperformance on literacy tasks compared to girls, by investigating male and females students' responses to narrative texts. Participants were 142 Grade 9 and 10 students. Achievement orientations, including goals, self-efficacy, and self-handicapping, were measured and approach and avoidance factors identified. Boys scored higher than girls on the avoidance factor. The task presented to participants involved reading sections from two narrative texts representing typically male or typically female reading interests. Interest ratings for the narrative text topics and interest levels while reading the texts were monitored, and students' answers to multiple-choice questions on text content recorded. Regression analyses confirmed that the influence of gender, achievement orientation, and on-task text interest on reading performance varied with different patterns of task interest. The findings suggest that students' achievement orientations and task interests are both important for understanding gender differences in students' response to narrative texts. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10