Differences in study motivation within and between genders : an examination by gender typicality among early adolescents
- Author
- Wendelien Vantieghem (UGent) and Mieke Van Houtte (UGent)
- Organization
- 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: http://hdl.handle.net/1854/LU-7055024
- 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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