Gender and motivation

By J. Meece, Beverly Glienke, Samantha S. Burg. 2006

919 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/91d5a646997cbe7048cf8bb6e8d621f57d0721e1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. H. Watt
2. Ming-Te Wang
3. Jyh‐Chong Liang
4. Guo-Li Chiou
5. Jacquelynne S. Eccles
6. Rebecca Lazarides
7. Sukkyung You
8. Chin-Chung Tsai

In Experimental and Cognitive Psychology

1. H. Watt
2. Rebecca Lazarides
3. Jacquelynne S. Eccles
4. Ming-Te Wang
5. Weihua Fan
6. Sara Brownell
7. Markku Niemivirta
8. Athanasios Mouratidis

In Social Psychology

1. H. Watt
2. Rebecca Lazarides
3. Ming-Te Wang
4. Tyler L. Renshaw
5. Jacquelynne S. Eccles
6. Weihua Fan
7. Markku Niemivirta
8. Athanasios Mouratidis

Citations in the corpus

• Gender differences in the strength of association between motivation, competency beliefs and reading skill (2011, background): “There have been several theories proposed to define motivation (Meece, Bower Glienke, and Burg 2006 ; Ryan and Deci 2000 ; Seifert 2004 ); however, one of the most common within the domain of reading is the concept of intrinsic and extrinsic types of motivation (Wigfield and Guthrie 1997 ; Wang ”
• Factors Affecting Mathematics Performance of Junior High School Students (2019, background): “According to Meece et al. (2006) that the job of sexual orientation, informing accomplishment inspiration has a long history in mental and instructive research.”
• Undergraduate Students’ Conceptions of and Approaches to Learning in Biology: A study of their structural models and gender differences (2012, background): “Though conducted in a different country, Meece, Glienke, and Burg’s ( 2006 ) findings that male students had higher self-efficacy in learning mathematics could shed light on the reason that only the male students had this tendency to connect ‘Calculating and Practising’ with the surface motive.”
• Social influences, school motivation and gender differences: an application of the expectancy‐value theory (2011, background): “Within each of the two strands of research dedicated to study the social influences or achievement motivation, gender differences have been investigated in order to explain why male and female differ in their educational and occupational pursuits (Meece, Glienke, & Burg, 2006 ).”
• The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “In their review of the literature Meece et al. (2006) observe that gender differences are still found in achievementmotivation.”