Motivating Boys and Motivating Girls: Does Teacher Gender Really Make a Difference?

By Andrew J. Martin, Herbert W. Marsh. 2005

191 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/801b72497c5ff0e6e3dedb7387c2d16b42f9846f

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Motivation and Engagement Across the Academic Life Span (2009, background): “The wheel and MES are helpful foundations for assessing grouplevel (climate) effects (Martin & Marsh, 2005).”
A multidimensional analysis of changes in mathematics motivation and engagement during high school (2013, background): “Girls have also been shown to report stronger mastery goals and a greater effort in their study habits than boys (Chouinard, Karsenti, & Roy, 2007; Kenney-Benson, Patrick, Pomerantz, & Ryan, 2006; Martin & Marsh, 2005).”
Ambient belonging: how stereotypical cues impact gender participation in computer science. (2009, background): “…instance, by increasing the number of female faculty in a department, has had no effect on the number of women majoring in that field (tested in many science and engineering departments across three universities; Canes & Rosen, 1995) or on women’s motivation in the classroom (Martin & Marsh, 2005).”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “Given the influence of teachers’ beliefs, it is concerning that students report gender-stereotyped teacher ability expectations, particularly in domains of mathematics and science (e.g., Dickhauser & Meyer, 2006; Martin & Marsh, 2005; Wang, 2012).”
A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap (2015, background): “…disadvantage of men, often propose that the underrepresentation of men in teaching is a problem that needs to be addressed by hiring more male teachers (for example, Arnot et al., 1999), although there is no proof that this strategy has any effect (Martin and Marsh, 2005; Carrington et al., 2008).”
Academic buoyancy: Towards an understanding of students' everyday academic resilience. (2008, methodology): “The academic engagement scales and the measure of teacher–student relationship were drawn fromMartin (in press) (Martin &Marsh, 2005) and have demonstrated reliable and sound factor structure as well as concurrent and criterion validity (Martin, in press; Martin & Marsh, 2005).”
Do Female and Male Role Models Who Embody STEM Stereotypes Hinder Women’s Anticipated Success in STEM? (2011, background): “…to enter STEM fields (Baruch & Nagy, 1977; Canes & Rosen, 1995; de Cohen & Deterding, 2009; Downing, Crosby, & Blake-Beard, 2005; Lunneborg, 1982; Martin & Marsh, 2005) and why work in developmental psychology (e.g., Bobo doll study) demonstrates that children are equally likely to mimic male…”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “For example, excluded articles assessed solely time-on-task, perceptions of safety, motivation, curriculum effects, teacher gender, and number of students in a class (Blatchford, Bassett, & Brown, 2011; Gansle, Noell, & Burns, 2012; Martin & Marsh, 2005).”