Primary and Secondary Students' Motivation in Learning English: Grade and Gender Differences

Autor/inn/en	Yeung, Alexander Seeshing; Lau, Shun; Nie, Youyan
Titel	Primary and Secondary Students' Motivation in Learning English: Grade and Gender Differences
Quelle	In: Contemporary Educational Psychology, 36 (2011) 3, S.246-256 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2011.03.001
Schlagwörter	Females; Structural Equation Models; Self Efficacy; Goal Orientation; Student Motivation; Coping; Foreign Countries; Grade 9; Grade 5; Gender Differences; Learning Motivation; Mastery Learning; Withdrawal (Psychology); Elementary School Students; Secondary School Students; Singapore + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Schulische Motivation; Bewältigung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; School year 05; 5. Schuljahr; Schuljahr 05; Geschlechterkonflikt; Motivation for studies; Lernmotivation; Rückzugsverhalten; Sekundarschüler; Singapur
Abstract	Student 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 x 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. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10