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ERIC Number: EJ817649
Record Type: Journal
Publication Date: 2008-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0144-3410
Staying with the Text: The Contribution of Gender, Achievement Orientations, and Interest to Students' Performance on a Literacy Task
Graham, Jedda; Tisher, Ruth; Ainley, Mary; Kennedy, Gregor
Educational Psychology, v28 n7 p757-776 Dec 2008
This study addresses concerns about boys' underperformance on literacy tasks compared to girls, by investigating male and females students' responses to narrative texts. Participants were 142 Grade 9 and 10 students. Achievement orientations, including goals, self-efficacy, and self-handicapping, were measured and approach and avoidance factors identified. Boys scored higher than girls on the avoidance factor. The task presented to participants involved reading sections from two narrative texts representing typically male or typically female reading interests. Interest ratings for the narrative text topics and interest levels while reading the texts were monitored, and students' answers to multiple-choice questions on text content recorded. Regression analyses confirmed that the influence of gender, achievement orientation, and on-task text interest on reading performance varied with different patterns of task interest. The findings suggest that students' achievement orientations and task interests are both important for understanding gender differences in students' response to narrative texts. (Contains 5 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 10; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A