Students’ motivation in biology lessons — can student autonomy reduce the gender gap?

Großmann N, Hofferber N, Wilde M, Basten M (2022)
European Journal of Psychology of Education.

Zeitschriftenaufsatz | E-Veröff. vor dem Druck | Englisch
 
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Abstract / Bemerkung
When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (Mage = 11.31 years, SDage = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons.
Erscheinungsjahr
2022
Zeitschriftentitel
European Journal of Psychology of Education
ISSN
0256-2928
eISSN
1878-5174
Page URI
https://pub.uni-bielefeld.de/record/2961334

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Großmann N, Hofferber N, Wilde M, Basten M. Students’ motivation in biology lessons — can student autonomy reduce the gender gap? European Journal of Psychology of Education. 2022.
Großmann, N., Hofferber, N., Wilde, M., & Basten, M. (2022). Students’ motivation in biology lessons — can student autonomy reduce the gender gap? European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00604-1
Großmann, Nadine, Hofferber, Natalia, Wilde, Matthias, and Basten, Melanie. 2022. “Students’ motivation in biology lessons — can student autonomy reduce the gender gap?”. European Journal of Psychology of Education.
Großmann, N., Hofferber, N., Wilde, M., and Basten, M. (2022). Students’ motivation in biology lessons — can student autonomy reduce the gender gap? European Journal of Psychology of Education.
Großmann, N., et al., 2022. Students’ motivation in biology lessons — can student autonomy reduce the gender gap? European Journal of Psychology of Education.
N. Großmann, et al., “Students’ motivation in biology lessons — can student autonomy reduce the gender gap?”, European Journal of Psychology of Education, 2022.
Großmann, N., Hofferber, N., Wilde, M., Basten, M.: Students’ motivation in biology lessons — can student autonomy reduce the gender gap? European Journal of Psychology of Education. (2022).
Großmann, Nadine, Hofferber, Natalia, Wilde, Matthias, and Basten, Melanie. “Students’ motivation in biology lessons — can student autonomy reduce the gender gap?”. European Journal of Psychology of Education (2022).
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