Gender Differences in Within-Year Changes in Motivation and Achievement in Mathematics

Wondimu Ahmed

Journal of Educational and Developmental Psychology, 2016, vol. 6, issue 1, 95

Abstract: This study examined gender differences in the longitudinal associations between changes in motivation and achievement in mathematics in a sample of 495 early adolescents (51% girls). Growth curve analyses indicated that gender did not have a significant effect on both initial levels of and rates of change in self-concept and achievement. However, gender had a significant effect on the rates of change in intrinsic value such that girls showed a slower rate of decline than boys. The analyses also indicated that the associations between motivation and achievement are stronger for boys than for girls. This suggests that the decline in motivation overtime is more likely to negatively impact boys’ achievement than that of girls’.

Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.ccsenet.org/journal/index.php/jedp/article/download/52214/30561 (application/pdf)
http://www.ccsenet.org/journal/index.php/jedp/article/view/52214 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:jedpjl:v:6:y:2016:i:1:p:95

Access Statistics for this article

More articles in Journal of Educational and Developmental Psychology from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().