Gender differences in motivational style: a comparison of measures and curriculum area.
BACKGROUND
Gender has long been implicated in school-based performance with gender differences varying across curriculum domains. Motivational differences have often been cited as a possible cause. However, evidence for the pattern of motivational difference between the genders is unclear.


OBJECTIVE
This study compares the motivational responses of girls and boys in the curriculum areas of mathematics and English. Two different measures of motivation are employed.


METHODS
The sample consists of all pupils from years 7, 9 and 11 in two secondary schools in Northern England. A total of 435 yr 7, 389 yr 9 and 357 yr 11 students was available.


METHODS
Students completed two assessments of motivation, one based on self-report measures of goal strength and the other on performance over four tasks. Some school performance data were also available.


RESULTS
The two motivation measures produce different patterns of results. The task-based measure shows no gender based differences while the other indicates a pattern of differences broadly suggestive of an advantage for girls.


CONCLUSIONS
Future exploration of gender effects in motivation needs to give careful consideration to the type of motivation under consideration. Univariate models are unlikely to be adequate.
Rogers
C G
CG
Department of Educational Research, University of Lancaster, UK.
Galloway
D
D
Armstrong
D
D
Leo
E
E
D000124:Achievement; D002648:Child; D003479:Curriculum; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D012737:Sex Factors