A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys?

By Herbert W. Marsh, Andrew J. Martin, Jacqueline Cheng. 2008

190 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/20b5d1812c659cb6b81145970ad3da2513fdf6d1

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes (2010, background): “Teacher–child interactions may reflect differential socialization processes for boys and girls (Joachim, 2002; Marsh, Martin, & Cheng, 2008 ).”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “Indeed, recent multilevel modeling research has examined school-level variance in constructs central to self-efficacy, expectancy-value, goal, self-worth motivation, and self-determination theories (Marsh et al., 2008; Martin & Marsh, 2005).”
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, methodology): “The BFLPE is a robust, long-lasting contextual effect that generalises across diverse research settings, levels of education, and cultures from all over the world (Marsh et al., 2008).”
Attachment in the Classroom (2009, background): “The climate of a classroom is affected by the teacher–student relationship and how much a teacher enjoys students, although the particular composition of the students can make a large difference as well (Marsh et al. 2008).”
An Investigation of Factors Affecting Gender Differences in Standardized Math Performance: Results from U.S. and Hong Kong 15 Year Olds (2009, background): “Girls have been found to be better motivated than boys in learning math, especially in terms of intrinsic motivation ( Marsh, Martin, & Cheng, 2008 ; Hyde & Kling, 2001 ).”
Student emotions in class: The relative importance of teachers and their interpersonal relations with students (2018, background): “Overall, however, less than 5% of the variability in student emotions has been ascribed to the class level (den Brok et al., 2005; Marsh et al., 2008).”