Diferencias de género en la motivación académica de los alumnos de Educación Secundaria Obligatoria

  1. Casanova Arias, Pedro Félix 1
  2. Cerezo Rusillo, María Teresa 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Zeitschrift:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Datum der Publikation: 2004

Ausgabe: 2

Nummer: 3

Seiten: 97-112

Art: Artikel

DOI: 10.25115/EJREP.3.125 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Electronic journal of research in educational psychology

Zusammenfassung

Introduction. The following study examines gender differences existing in various cognitive-motivational variables (causal attributions, academic goals, academic self-concept and use of significant learning strategies) and in performance attained in school subjects of Language Arts and Mathematics. Method. For this purpose, a sample of 521 students were selected from the second cycle of mandatory secondary education [N.T. 9th and 10th grades]. The following questionnaires were used: AFA, MAPE-II, EMA-II and LASSI. Results. Results show the existence of gender difference in variables under consideration, with girls showing lower levels of extrinsic motivation, taking more responsibility for their failures, using information processing strategies more extensively, and getting better marks in Language Arts. Gender differences were not found in academic self-concept, in intrinsic mo-tivation, in success-related attributions and in performance attained in Mathematics. Discussion: Results suggest that differences exist in the cognitive-motivational functioning of boys and girls in the academic environment, with the girls have a more adaptive approach to learning tasks. However, the influence of contextual variables that may differently affect boys' and girls' motivation was not taken into account. Thus future research should address the influence of such factors.

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Fuente de los datos: Dialnet