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ERIC Number: EJ743750
Record Type: Journal
Publication Date: 2006-Oct
Pages: 23
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0022-4405
Gender and Motivation
Meece, Judith L.; Glienke, Beverly Bower; Burg, Samantha
Journal of School Psychology, v44 n5 p351-373 Oct 2006
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A