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MARC 21

Differences in study motivation within and between genders : an examination by gender typicality among early adolescents.
Tag	Description
001	$ 78229
013	$aUPS BIBL CENTR SL-II-617
100	$aVANTIEGHEM, W.
245	$aDifferences in study motivation within and between genders :$ban examination by gender typicality among early adolescents.$hParte componente di periodico
300	$app. 377-404
500	$aEstratto da: Youth & society 2018, 50, 3.
520	$aDespite 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.
653	$aRICERCA.
655	$aMOTIVAZIONE.
655	$aEDUCAZIONE SCOLASTICA.
655	$aIDENTITÀ DI GENERE.
655	$aBENESSERE.
655	$aAUTONOMIA.
655	$aASPETTATIVE.
655	$aDOCENTI.
655	$aSTUDENTI.
655	$aBELGIO.
658	$aPedagogico.
658	$aPsicologico.
700	$aVAN HOUTTE, M.
740	$aYouth & society 2018, 50, 3.
856	$uhttp://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=128060535&lang=it&site=ehost-live