Students' motivation in biology lessons - Can student autonomy reduce the gender gap?

Autor/inn/en	Großmann, Nadine; Hofferber, Natalia; Wilde, Matthias; Basten, Melanie
Titel	Students' motivation in biology lessons - Can student autonomy reduce the gender gap? Gefälligkeitsübersetzung: Motivation von Schülern und Schülerinnen im Biologieunterricht - kann die Autonomie von Schülern und Schülerinnen die Geschlechterkluft verringern?
Quelle	In: European journal of psychology of education, 38 (2022) 1, S. 409-434Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0256-2928; 1878-5174
DOI	10.1007/s10212-022-00604-1
Schlagwörter	Autonomie; Selbstbestimmung; Geschlechtsspezifischer Unterschied; Schule; Middle School; Leistungsmotivation; Lernen; Lernmotivation; Motivation; Lehrmethode; Biologie; Therapie; Ergebnis; Mittelschüler
Abstract	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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1