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Differences in study motivation within and between genders : an examination by gender typicality among early adolescents

(2018) YOUTH & SOCIETY. 50(3). p.377-404
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Abstract
Despite boys’ educational underachievement, gender differences in study motivation have received little research attention. Guided by self-determination theory and the identity-based motivation model, this study investigates differences in study motivation between boys and girls, as well as within each gender. To adequately consider these within-gender differences, we investigate gender and gender typicality interactions in a sample of 6,380 Flemish seventh graders collected in 2012-2013. Results from multilevel analyses show that, in line with the educational gender gap, girls display higher levels of autonomous motivation. Furthermore, gender-typical girls score highest on autonomous motivation. Gender-typical boys score considerably lower, though they outperform self-perceived atypical boys and girls. In controlled motivation, no differences are observed between boys and girls of equal ability. Nevertheless, higher scores on gender typicality contribute to a higher sense of controlled motivation. The results are discussed in light of well-being, the need for autonomy, and gendered expectations of teachers.
Keywords
quantitative methods, education, gender, motivation, Steunpunt Diversiteit & Leren, student diversity

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Citation

Please use this url to cite or link to this publication:

MLA
Vantieghem, Wendelien, and Mieke Van Houtte. “Differences in Study Motivation within and between Genders : An Examination by Gender Typicality among Early Adolescents.” YOUTH & SOCIETY, vol. 50, no. 3, 2018, pp. 377–404, doi:10.1177/0044118X15602268.
APA
Vantieghem, W., & Van Houtte, M. (2018). Differences in study motivation within and between genders : an examination by gender typicality among early adolescents. YOUTH & SOCIETY, 50(3), 377–404. https://doi.org/10.1177/0044118X15602268
Chicago author-date
Vantieghem, Wendelien, and Mieke Van Houtte. 2018. “Differences in Study Motivation within and between Genders : An Examination by Gender Typicality among Early Adolescents.” YOUTH & SOCIETY 50 (3): 377–404. https://doi.org/10.1177/0044118X15602268.
Chicago author-date (all authors)
Vantieghem, Wendelien, and Mieke Van Houtte. 2018. “Differences in Study Motivation within and between Genders : An Examination by Gender Typicality among Early Adolescents.” YOUTH & SOCIETY 50 (3): 377–404. doi:10.1177/0044118X15602268.
Vancouver
1.
Vantieghem W, Van Houtte M. Differences in study motivation within and between genders : an examination by gender typicality among early adolescents. YOUTH & SOCIETY. 2018;50(3):377–404.
IEEE
[1]
W. Vantieghem and M. Van Houtte, “Differences in study motivation within and between genders : an examination by gender typicality among early adolescents,” YOUTH & SOCIETY, vol. 50, no. 3, pp. 377–404, 2018.
@article{7055024,
  abstract     = {{Despite boys’ educational underachievement, gender differences in study motivation have received little research attention. Guided by self-determination theory and the identity-based motivation model, this study investigates differences in study motivation between boys and girls, as well as within each gender. To adequately consider these within-gender differences, we investigate gender and gender typicality interactions in a sample of 6,380 Flemish seventh graders collected in 2012-2013. Results from multilevel analyses show that, in line with the educational gender gap, girls display higher levels of autonomous motivation. Furthermore, gender-typical girls score highest on autonomous motivation. Gender-typical boys score considerably lower, though they outperform self-perceived atypical boys and girls. In controlled motivation, no differences are observed between boys and girls of equal ability. Nevertheless, higher scores on gender typicality contribute to a higher sense of controlled motivation. The results are discussed in light of well-being, the need for autonomy, and gendered expectations of teachers.}},
  author       = {{Vantieghem, Wendelien and Van Houtte, Mieke}},
  issn         = {{0044-118X}},
  journal      = {{YOUTH & SOCIETY}},
  keywords     = {{quantitative methods,education,gender,motivation,Steunpunt Diversiteit & Leren,student diversity}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{377--404}},
  title        = {{Differences in study motivation within and between genders : an examination by gender typicality among early adolescents}},
  url          = {{http://doi.org/10.1177/0044118X15602268}},
  volume       = {{50}},
  year         = {{2018}},
}

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