Coeducational or Single-Sex School: Does It Make a Difference on High School Girls' Academic Motivation?

Autor/inn/en	Chouinard, Roch; Vezeau, Carole; Bouffard, Therese
Titel	Coeducational or Single-Sex School: Does It Make a Difference on High School Girls' Academic Motivation?
Quelle	In: Educational Studies, 34 (2008) 2, S.129-144 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Single Sex Schools; Females; Achievement Need; Student Motivation; High School Students; Language Arts; Mathematics; Longitudinal Studies; Questionnaires; Academic Achievement; Goal Orientation; Statistical Analysis; Coeducation; Student Attitudes + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Weibliches Geschlecht; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachkultur; Mathematik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Schulleistung; Zielorientierung; Zielvorstellung; Statistische Analyse; Koedukation; Schülerverhalten
Abstract	The aim of the present study was to further examine the impact over time of single-sex and coeducational school environments on girls' motivation in language arts and mathematics. Two cohorts comprising 340 girls (7th to 9th grade; 9th to 11th grade) from eight coeducational and two single-sex schools were followed during a period of three academic years in a longitudinal research scheme. Data were collected with a self-reported questionnaire including several scales: parental and teachers' support, competence beliefs, utility-value and achievement goals. In general, mixed-design repeated measures analyses of variance indicated no effect of the environment or of the interaction between environment and time of measurement. Significant time effects on several variables indicated a general decline of achievement motivation over time. Consequently, the multiplication of non-mixed high schools, as proposed by some, would constitute an expensive and inefficient social policy, as far as girls' motivation is concerned. (Contains 1 figure and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10