Student Engagement and Beginning Teacher Differentiation Practices in Dutch Secondary Education: Are There Gender Differences?

• In Event: 34.080 - Poster Session 7
  In Poster Session: 34.080-3 - Motivation in Education SIG Poster Session 1

Abstract

The current study aims to extend past research by examining the role of gender in behavioral and emotional engagement and perceived beginning teacher differentiation practices using large-scale data including 31,704 students of 1,480 beginning teachers from 179 secondary schools in the Netherlands. Furthermore, we investigated the differential relationship between engagement and perceived teacher differentiation practices between boys and girls. Results of multilevel analysis show that, in contrast to findings of previous research, girls reported lower behavioral and emotional engagement compared to boys. They also reported lower levels of teacher differentiation practices compared to boys. Perceived differentiation practice is a strong predictor of student behavioral and emotional engagement. Particularly, girls seem to benefit more from differentiation practices concerning their emotional engagement.

Authors

• Ridwan Maulana, University of Groningen

• Michelle Helms-Lorenz, University of Groningen