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ERIC Number: ED415225
Record Type: Non-Journal
Publication Date: 1995-Aug
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Gender and Motivational Orientation among High School Students.
Hagborg, Winston J.
This study explored possible gender differences in intrinsic motivation among 120 white students at a semi-rural high school. Researchers drew students randomly from each of the four grade levels. Students provided information on age, grade level, and grade point average, then anonymously completed Harter's 1981 Scale of Intrinsic versus Extrinsic Motivation. The Scale included five subscales grouped into two central components. The Mastery Motivation component was measured by three subscales: (1) preference for challenge versus preference for easy work assigned, (2) learning out of curiosity/interest versus pleasing the teacher or getting grades, and (3) independent mastery versus dependence on the teacher. The Autonomous Judgment component was measured by two additional subscales: (4) independent judgement versus reliance on the teacher's judgment, and (5) internal versus external criteria for assessing success or failure in school. Data analysis indicated that girls were significantly more intrinsic on autonomous judgement components and the judgement subscale. There were no significant differences on the mastery motivation component and the four other subscales. Grade point average positively correlated with mastery motivation for both sexes. Autonomous judgement significantly correlated with grades for girls but not boys. Overall, boys and girls had similar intrinsic motivation. (Contains 2 tables and 13 references.) (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A