Sex, gender identity and adolescent's academic motivation and classroom behaviour

Bugler, Myfanwy; St Clair-Thompson, Helen; McGeown, Sarah P.

Abstract

© 2012 Nova Science Publishers, Inc. Sex differences or gender differences have long been investigated within the school environment; however the distinction between the two is often unclear. Whilst sex refers to differences between males and females at the biological level, gender refers to the characteristics commonly associated with being male or female. This study examines the importance of gender identity to understand differences in adolescent's academic motivation and classroom behaviour. Six hundred and nineteen adolescents (311 female, 308 male; aged 11 - 16) completed questionnaires measuring their academic motivation and gender identity (i.e., the extent to which they identified with masculine and feminine traits). In addition, teachers completed a questionnaire for each adolescent, reporting on negative classroom behaviours. Sex differences were found in academic motivation, with girls reporting higher levels of motivation. However variation in adolescent's reported levels of motivation were better predicted by their gender identity than their sex. For both males and females, identification with feminine traits was more closely associated with academic motivation than identification with masculine traits. With regard to behaviour, sex differences were found in negative classroom behaviours, with teachers reporting higher levels of problematic behaviour among boys. Variation in negative behaviours was predicted by both sex and gender identity (in particular a masculine identity). In addition, for boys in particular, identification with masculine traits was closely associated with negative classroom behaviours. The importance of differentiating between sex and gender identity to investigate sex differences in motivation, behaviour and attainment are considered. Finally, the merit of further educational research with the aim of disarming the hegemonic masculinities that could be preventing boys from achieving is discussed.

Citation

Bugler, M., St Clair-Thompson, H., & McGeown, S. P. (2012). Sex, gender identity and adolescent's academic motivation and classroom behaviour. In S. McGeown (Ed.), Psychology of Gender Differences (107-129). Nova Science Publishers

• Publication Date: 2012-07
• Deposit Date: Mar 16, 2021
• Publisher: Nova Science Publishers
• Pages: 107-129
• Series Title: Psychology Research Progress
• Book Title: Psychology of Gender Differences
• Chapter Number: 7
• ISBN: 9781620813911
• Public URL: https://hull-repository.worktribe.com/output/3570368