Gender and cultural differences in school motivation

Hanke Korpershoek*, Ronnel B. King, Dennis McInerney, Ramzi Nasser, Fraide Ganotice, David A. Watkins

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

5 Citations (Scopus)
107 Downloads (Pure)

Abstract

The purpose of this research was to explore gender differences and cultural differences in school motivation among students from eight culturally diverse groups from Western and non-Western societies. The selected groups come from Hong Kong, the Philippines, Singapore, Australia, the Netherlands, and Qatar. More than 10,000 secondary school students reported their mastery, performance, social, and extrinsic motivation. Results showed (very) small to moderately large gender differences, which were largely in line with prior research in Western societies. Moreover, significant differences in school motivation across the eight cultural groups were found, however, only the Qatari sample strongly deviated from the other samples. In all cultural groups, females had slightly higher scores on mastery motivation and social motivation (except for Qatari students), and in several Western and non-Western samples, males had slightly higher scores on performance motivation. Gender differences in extrinsic motivation were less straightforward.

Original languageEnglish
Article number36
Pages (from-to)27-51
Number of pages25
JournalResearch Papers in Education
Volume36
Issue number1
Early online date1-Jul-2019
DOIs
Publication statusPublished - 2021

Keywords

  • ACHIEVEMENT GOAL ORIENTATIONS
  • STUDENT MOTIVATION
  • SOCIAL GOALS
  • FIT INDEXES
  • ACADEMIC-ACHIEVEMENT
  • PERSONAL INVESTMENT
  • MEDIATING ROLE
  • SELF; CHINESE
  • PERCEPTIONS
  • Personal investment theory
  • school motivation
  • gender differences
  • secondary education
  • cross-cultural comparisons

Cite this