期刊
JOURNAL OF SCHOOL PSYCHOLOGY
卷 44, 期 5, 页码 351-373出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.jsp.2006.04.004
关键词
gender; motivation; expectancy-value; attributions; achievement goals; self-efficacy
The role of gender in shaping achievement motivation has a long history in psychological and educational research. In this review, gender differences in motivation are examined using four contemporary theories of achievement motivation, including attribution, expectancy-value, self-efficacy, and achievement goal perspectives. Across all theories, findings indicate girls' and boys' motivation-related beliefs and behaviors continue to follow gender role stereotypes. Boys report stronger ability and interest beliefs in mathematics and science, whereas girls have more confidence and interest in language arts and writing. Gender effects are moderated by ability, ethnicity, socioeconomic status, and classroom context. Additionally, developmental research indicates that gender differences in motivation are evident early in school, and increase for reading and language arts over the course of school. The role of the home and school environment in the development of these gender patterns is examined. Important implications for school professionals are highlighted. (c) 2006 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据