Linking Self-determination Theory to Educational Gender Gap Research: The Impact of Gender Identity on Study Motivation

• In Event: 207 - Section on Sociology of Education Roundtable Session (one-hour).
  In Refereed Roundtable: Table 05. Gender and Education

Abstract

Self-determination theory has contributed vastly to the study of academic achievement. Nevertheless, gender differences in autonomous and controlled motivation remain underanalyzed and undertheorized, despite the pervasive challenge of the educational gender gap. Furthermore, substantial variation exists within the sexes concerning educational attainment. To adequately consider the impact of masculinity and femininity on study motivation, we connect the concept of gender identity to self-determination theory. In this study, we investigate the inter- and intrasexual differences in study motivation in a sample of 6380 Flemish 7th graders collected in the school year 2012-2013. Results show that, in line with the educational gender gap, girls display higher levels of autonomous motivation. However, feminine girls and masculine boys report higher levels of controlled motivation, while cross-gender pupils display lower levels of autonomous motivation. The results are discussed in light of the impact of well-being, masculinity and femininity, conditional regard and the need for autonomy.

Authors

• Wendelien Vantieghem, Ghent University

• Hans Vermeersch, University of Ghent

• Mieke Van Houtte, Ghent University