School motivation of boys and girls: Differences of degree, differences of kind, or both?

By Andrew J. Martin. 2004

221 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a37ac57ab340ccda94076a6347058d5cedca7e0d

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Studying for the sake of others: the role of social goals on academic engagement (2012, background): “Gender and developmental differences have been found with regard to achievement goals (e.g. Anderman & Anderman, 1999; Anderman & Midgley, 1997; Martin, 2004).”
Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies (2018, result): “We controlled for gender and age because previous studies have indicated that these demographic factors may influence students’ academic motivation and other educational outcomes (Bugler, McGeown, & St ClairThompson, 2015; Martin, 2004).”
Academic buoyancy: Towards an understanding of students' everyday academic resilience. (2008, background): “For example, Martin (2004) has found that on the very scales assessed in this study, girls are significantly higher in engagement but also significantly higher in domain general anxiety.”
Adaptability: Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty (2012, background): “found to be higher in planning, task management and persistence (Martin, 2004).”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “Prior work has been conducted into cognate issues such as seating arrangement (Hastings & Schwieso, 1995; Marx, Fuhrer, & Hartig, 1999), streaming (Marsh, 1987; Marsh & Hau, 2003), single-sex class composition (Marsh, 1989; Marsh & Rowe, 1996; Martin, 2004; Martin & Marsh, 2005), and the physicality”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “…and contextual disadvantage, it is not uncommon for non-English-speaking background, Indigenous, or low socioeconomic status (SES) students to experience academic adversity, underachieve and disengage (Martin, 2004; Organisation for Economic Co-operation and Development [OECD], 2006; Sirin, 2005).”
Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation (2014, background): “2005); boys pointed out that, for example, a feeling of relatedness and autonomy at school is important to them (Martin 2003), but differences are small (Martin 2004).”
Homework self-regulation: Grade, gender, and achievement-level differences (2009, background): “Female students reported expending more effort or being more persistent (Hong & Acqui, 2004) and using more planning or monitoring strategy (Martin, 2004) than male students.”