Gender differences in motivation, engagement and achievement are related to students' perceptions of peer—but not of parent or teacher—attitudes toward school

Abstract

The aim of this study was to examine gender differences in students' motivation, engagement, and achievement. Participants were recruited (n = 848) from two public secondary schools in the Philippines. Boys showed a more maladaptive profile in terms of academic motivation, engagement, and achievement. Path analyses indicated that these gender differences were associated with peer attitudes toward school. Boys perceived their friends to have more negative attitudes toward school. These perceptions of negative peer attitudes toward school were associated with boys' lower levels of motivation, engagement, and achievement. There were no significant gender differences in terms of perceived parental and teacher support. Theoretical and practical implications are discussed.