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ERIC Number: EJ972811
Record Type: Journal
Publication Date: 2012-Aug
Pages: 9
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0141-0423
Gender Differences in Reading Motivation: Does Sex or Gender Identity Provide a Better Account?
McGeown, Sarah; Goodwin, Hannah; Henderson, Nikola; Wright, Penelope
Journal of Research in Reading, v35 n3 p328-336 Aug 2012
This study examined sex differences in reading skill and reading motivation, investigating whether these differences could be better accounted for by sex, or by gender identity. One hundred and eighty-two primary school children (98 males) aged 8-11 completed a reading comprehension assessment, reading motivation questionnaire and a gender role questionnaire. While there were no sex differences in reading skill or extrinsic reading motivation, girls had significantly higher intrinsic reading motivation. However, responses to intrinsic motivation were better explained by gender identity than sex. In addition, a feminine identity was more closely associated with many different aspects of reading motivation than a masculine identity. Implications for our understanding of sex differences in reading are discussed. (Contains 3 tables.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom