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Article: Primary and secondary students' motivation in learning English: grade and gender differences

TitlePrimary and secondary students' motivation in learning English: grade and gender differences
Authors
KeywordsGender
Motivation
Primary education
Secondary education
Issue Date2011
PublisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych
Citation
Contemporary Educational Psychology, 2011, v. 36 n. 3, p. 246-256 How to Cite?
AbstractStudent motivation may have significant influences on essential academic outcomes. However, students' motivation may decline as they grow older. This study examined six motivation constructs (self-efficacy, interest, mastery goal orientation, engagement, avoidance coping, and effort withdrawal) of students from 78 schools in Singapore (N = 4214) in learning English. Using a large and diverse sample of primary 5 (5th grade) and secondary 3 (9th grade) students, grade and gender differences in these constructs were examined. Applying a MIMIC approach to structural equation modeling, the paths from grade and gender as well as the grade × gender interaction variable were found to be significant. That is, (a) the scores for self-efficacy, interest, mastery goal orientation, and engagement tended to be lower whereas avoidance coping and effort withdrawal tended to be higher for the secondary students, (b) boys tended to have lower scores; and (c) the gap in motivation between primary and secondary tended to be greater for girls. Since motivation may have important influences on subsequent learning outcomes, we need to seriously consider the implications of these grade- and gender-related patterns and pay attention particularly to boys in primary schools and girls in secondary schools. © 2011 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/163632
ISSN
2015 Impact Factor: 2.492
2015 SCImago Journal Rankings: 1.426
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorYeung, AS-
dc.contributor.authorLau, S-
dc.contributor.authorNie, Y-
dc.date.accessioned2012-09-17T04:09:08Z-
dc.date.available2012-09-17T04:09:08Z-
dc.date.issued2011-
dc.identifier.citationContemporary Educational Psychology, 2011, v. 36 n. 3, p. 246-256-
dc.identifier.issn0361-476X-
dc.identifier.urihttp://hdl.handle.net/10722/163632-
dc.description.abstractStudent motivation may have significant influences on essential academic outcomes. However, students' motivation may decline as they grow older. This study examined six motivation constructs (self-efficacy, interest, mastery goal orientation, engagement, avoidance coping, and effort withdrawal) of students from 78 schools in Singapore (N = 4214) in learning English. Using a large and diverse sample of primary 5 (5th grade) and secondary 3 (9th grade) students, grade and gender differences in these constructs were examined. Applying a MIMIC approach to structural equation modeling, the paths from grade and gender as well as the grade × gender interaction variable were found to be significant. That is, (a) the scores for self-efficacy, interest, mastery goal orientation, and engagement tended to be lower whereas avoidance coping and effort withdrawal tended to be higher for the secondary students, (b) boys tended to have lower scores; and (c) the gap in motivation between primary and secondary tended to be greater for girls. Since motivation may have important influences on subsequent learning outcomes, we need to seriously consider the implications of these grade- and gender-related patterns and pay attention particularly to boys in primary schools and girls in secondary schools. © 2011 Elsevier Inc.-
dc.languageeng-
dc.publisherAcademic Press. The Journal's web site is located at http://www.elsevier.com/locate/cedpsych-
dc.relation.ispartofContemporary Educational Psychology-
dc.subjectGender-
dc.subjectMotivation-
dc.subjectPrimary education-
dc.subjectSecondary education-
dc.titlePrimary and secondary students' motivation in learning English: grade and gender differencesen_US
dc.typeArticleen_US
dc.identifier.emailYeung, AS: a.yeung@uws.edu.au-
dc.identifier.emailLau, S: slau08@hkucc.hku.hk-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.cedpsych.2011.03.001-
dc.identifier.scopuseid_2-s2.0-79957732457-
dc.identifier.hkuros206616-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79957732457&selection=ref&src=s&origin=recordpage-
dc.identifier.volume36-
dc.identifier.issue3-
dc.identifier.spage246-
dc.identifier.epage256-
dc.identifier.eissn1090-2384-
dc.identifier.isiWOS:000291764600007-
dc.publisher.placeUnited States-
dc.identifier.scopusauthoridYeung, AS=7102390314-
dc.identifier.scopusauthoridLau, S=33968324900-
dc.identifier.scopusauthoridNie, Y=19337388700-
dc.identifier.citeulike9006826-

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