Wendelien Vantieghem

Differences in Study Motivation Within and Between Genders: An Examination by Gender Typicality Among Early Adolescents

Despite boys’ educational underachievement, gender differences in study motivation have received little research attention. Guided by self-determination theory and the identity-based motivation model, this study investigates differences in study motivation between boys and girls, as well as within each gender. To adequately consider these within-gender differences, we investigate gender and gender typicality interactions in a sample of 6,380 Flemish seventh graders collected in 2012-2013. Results from multilevel analyses show that, in line with the educational gender gap, girls display higher levels of autonomous motivation. Furthermore, gender-typical girls score highest on autonomous motivation. Gender-typical boys score considerably lower, though they outperform self-perceived atypical boys and girls. In controlled motivation, no differences are observed between boys and girls of equal ability. Nevertheless, higher scores on gender typicality contribute to a higher sense of controlled motivation. The results are discussed in light of well-being, the need for autonomy, and gendered expectations of teachers.

Do Girls Make Boys Study? Gender Composition, Gender Role Culture, and Sense of Futility in Flemish Secondary Schools

This study examines whether the gender difference in sense of academic futility is related to the proportion of girls attending a school. We argue that the more progressive gender role culture in schools with a higher proportion of girls might influence especially boys’ sense of futility. Multilevel analyses of data gathered in 2014 from 5,162 second-grade students in 57 secondary schools in Flanders confirm a small but significant gender difference in sense of futility. The more girls at school, the less feelings of futility boys manifest. This impact can be explained by boys’ traditional gender role attitudes. For girls, the impact of gender composition, higher feelings of futility in schools with more girls, is buffered by girls’ progressive gender role attitudes. In schools with more girls, boys display lower levels of futility than girls. Finally, this impact of gender composition can be ascribed to the students’ educational track.