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ERIC Number: EJ914112
Record Type: Journal
Publication Date: 2011-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-0013-1881
Gender Differences in the Strength of Association between Motivation, Competency Beliefs and Reading Skill
Logan, Sarah; Medford, Emma
Educational Research, v53 n1 p85-94 Mar 2011
Background: There is concern in the education community regarding gender differences in reading, as girls regularly outperform boys. There is also concern about the consequences of low motivation for children's engagement in reading and learning. An important question is whether boys' motivation is more closely linked to their attainment compared with girls. Purpose: The aim of the study was to examine how closely children's reading skill correlates with their intrinsic and extrinsic motivation and competency beliefs. There was a particular focus on gender. Sample: There were 492 children (240 boys) aged 7-11 in this study from four primary schools in England, UK. Design and methods: Children completed a reading comprehension assessment and a questionnaire examining intrinsic and extrinsic motivation and competency beliefs relating to reading and schoolwork. For analysis, children were split into a younger (age 7-8) and older (age 9-11) age group. Results: In both the younger and older groups, the boys' competency beliefs in reading and intrinsic motivation for reading and schoolwork were significantly more closely associated with their level of reading skill, in comparison with the girls. Conclusions: The closer reciprocal relationship between boys' intrinsic motivation, competency beliefs and reading skill could be interpreted in at least two ways. Firstly, boys' motivation and beliefs in their ability may be more dependent on their success in reading. Alternatively, boys' motivation and competency beliefs may play a more significant role in the effort they put into reading. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)