University of Hull logo

Gender differences in adolescents' academic motivation and classroom behaviour

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

Authors

Myfanwy Bugler

Sarah P. McGeown

Helen St Clair-Thompson

Abstract

© 2013 Taylor & Francis. The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11–16 (M age = 14.0, 1.59 SD) completed a questionnaire examining academic motivation and teachers completed assessments of their classroom behaviour. Girls generally reported higher levels of academic motivation, whilst teacher reports of behaviour were poorer for boys. Interestingly, boys’ reported levels of academic motivation were significantly more closely associated with teacher reports of their classroom behaviour. Furthermore, cognitive aspects of boys’ motivation were better predictors of their classroom behaviour than behavioural aspects. On the other hand, behavioural aspects of girls’ motivation were better predictors of their behaviour. Implications for understanding the relationship between motivation and behaviour among adolescent boys and girls are discussed, in addition to interventions aimed at improving adolescents’ classroom behaviour.

Publication Date Jul 4, 2015
Journal Educational psychology
Print ISSN 0144-3410
Electronic ISSN 1469-5820
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 35
Issue 5
Pages 541-556
Institution Citation Bugler, M., McGeown, S. P., & St Clair-Thompson, H. (2015). Gender differences in adolescents' academic motivation and classroom behaviour. Educational psychology, 35(5), 541-556. https://doi.org/10.1080/01443410.2013.849325
DOI https://doi.org/10.1080/01443410.2013.849325
Keywords Gender, Sex, Motivation, Behaviour, Adolescence
Publisher URL http://www.tandfonline.com/doi/abs/10.1080/01443410.2013.849325#.Vd2KOPmN10E
Copyright Statement ©2015 University of Hull
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in Educational psychology on 14th October 2013, available online: http://wwww.tandfonline...80/01443410.2013.849325

Files



Downloadable Citations