Gender Differences and Similarities in Motivation and Achievement in Mathematics: A Short-Term Longitudinal Study

• In Event: 72.017 - Studies in Student Motivation: Goals, Efficacy, and Belonging

Abstract

This study examined gender differences and similarities in motivation and achievement in mathematics in a sample of 495 grade 7 students (51% girls). Latent growth curve analyses showed that gender did not have significant effect on both initial levels of and rates of change in self-concept, attainment value, utility value and achievement. However, gender had a significant effect on the rates of change in intrinsic value. The analyses also showed that the associations between motivation and achievement are stronger for boys than for girls suggesting that decline in motivation overtime is more likely to negatively impact boys’ achievement than that of girls’. Overall, the data lends support the gender similarity hypothesis in terms of motivation and achievement.

Author

• Wondimu Ahmed, The University of Akron