Gender Differences in Student Motivation and Self-Regulation in Science Learning: A Multi-Group Structural Equation Modeling Analysis

Autor/inn/en	Velayutham, Sunitadevi; Aldridge, Jill M.; Fraser, Barry
Titel	Gender Differences in Student Motivation and Self-Regulation in Science Learning: A Multi-Group Structural Equation Modeling Analysis
Quelle	In: International Journal of Science and Mathematics Education, 10 (2012) 6, S.1347-1368 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-012-9339-y
Schlagwörter	Self Efficacy; Goal Orientation; Intervention; Foreign Countries; Males; Grade 8; Structural Equation Models; Gender Differences; Grade 9; Grade 10; Motivation; Science Education; Science Instruction; Females; Science Curriculum; Public Schools; Australia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Ausland; Male; Männliches Geschlecht; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt; School year 09; 9. Schuljahr; Schuljahr 09; psychologische; Motivation (psychologisch); Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Weibliches Geschlecht; Public school; Öffentliche Schule; Australien
Abstract	The purpose of this study was to investigate the influence of students' motivational beliefs (learning goal orientation, task value and self-efficacy) in science learning on students' self-regulation in the science classroom. The study also examines the moderating effect of gender on the proposed relationships. Data were collected from 719 boys and 641 girls across grades 8, 9 and 10 in 5 public schools in Perth, Western Australia. Results from structural equation modeling analysis indicated that all 3 motivational constructs were strong predictors of students' self-regulation in science learning. The multi-group analysis to examine gender differences revealed that the influence of task value on self-regulation was statistically significant for boys only. The findings present possible opportunities for educators to plan, and to put into practice, effective intervention strategies aimed at increasing students' self-regulation in science learning. The core feature would be to target and develop students' motivational beliefs of learning goal orientation and self-efficacy in science learning. Additionally, for boys, the intervention strategies would be to elevate boys' perspectives of science task value. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10