Side Effects of Academic Engagement? How Boys' and Girls' Well-Being Is Related to Their Engagement and Motivational Regulation

Autor/inn/en	Kessels, Ursula; Van Houtte, Mieke
Titel	Side Effects of Academic Engagement? How Boys' and Girls' Well-Being Is Related to Their Engagement and Motivational Regulation
Quelle	In: Gender and Education, 34 (2022) 6, S.627-642 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kessels, Ursula) ORCID (Van Houtte, Mieke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2021.2011840
Schlagwörter	Learner Engagement; Gender Differences; Well Being; Student Motivation; Student Behavior; Foreign Countries; Secondary School Students; Belgium + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Well-being; Wellness; Wohlbefinden; Schulische Motivation; Student behaviour; Schülerverhalten; Ausland; Sekundarschüler; Belgien
Abstract	While female students are more successful and show more behavioural engagement at school than male students, they also report lower levels of subjective well-being. This study examines how motivational regulation interacts with school engagement in predicting subjective well-being of male and female students. In questionnaire data from a representative sample of Flemish students in the academic track (N = 3452, age 13-14) female students reported lower subjective well-being, more engagement, and more autonomous than controlled motivation compared to male students. Multilevel-analyses, carried out separately for female and male students, revealed that for both genders, subjective well-being was positively associated with engagement and negatively associated with a more controlled than autonomous motivation. For female students only, motivational regulation significantly interacted with engagement in predicting their well-being. The negative association between having more controlled than autonomous motivation and subjective well-being was less strong for female students showing higher school engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01