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ERIC Number: EJ987782
Record Type: Journal
Publication Date: 2012-Dec
Pages: 22
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-1571-0068
Gender Differences in Student Motivation and Self-Regulation in Science Learning: A Multi-Group Structural Equation Modeling Analysis
Velayutham, Sunitadevi; Aldridge, Jill M.; Fraser, Barry
International Journal of Science and Mathematics Education, v10 n6 p1347-1368 Dec 2012
The purpose of this study was to investigate the influence of students' motivational beliefs (learning goal orientation, task value and self-efficacy) in science learning on students' self-regulation in the science classroom. The study also examines the moderating effect of gender on the proposed relationships. Data were collected from 719 boys and 641 girls across grades 8, 9 and 10 in 5 public schools in Perth, Western Australia. Results from structural equation modeling analysis indicated that all 3 motivational constructs were strong predictors of students' self-regulation in science learning. The multi-group analysis to examine gender differences revealed that the influence of task value on self-regulation was statistically significant for boys only. The findings present possible opportunities for educators to plan, and to put into practice, effective intervention strategies aimed at increasing students' self-regulation in science learning. The core feature would be to target and develop students' motivational beliefs of learning goal orientation and self-efficacy in science learning. Additionally, for boys, the intervention strategies would be to elevate boys' perspectives of science task value.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 8; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia