Skip to main content
SpringerLink
Log in

What’s Happening to Our Boys? A Personal Investment Analysis of Gender Differences in Student Motivation

  • Brief Report
  • Published:
The Asia-Pacific Education Researcher Aims and scope Submit manuscript

Abstract

Gender differences in student achievement and motivation have been documented in previous research, with the results usually favoring girls. However, previous research has only focused on a restricted range of motivational constructs which may not capture the multidimensionality and complexity of motivation. Moreover, most of these studies were conducted among Western, mostly North American students, thus the generalizability of these findings to other populations remains questionable. Therefore, the aim of this study was to examine the nature and extent of gender differences in student motivation using a broader range of motivational constructs drawn from Personal Investment Theory. Filipino secondary school students (N = 1,674) participated in this study. Results indicated that boys had a more maladaptive profile across most of the dimensions investigated, although the effect sizes were small. Implications and directions for future research are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Ainley, J., & Lonsdale, M. (2000). Non-attendance at school (Report to DETYA). Melbourne: ACER.

    Google Scholar 

  • Albert, J.R.G. (2013). Sexy statistics: Gender equality in the Philippines…what’s the real score? Retrieved from http://www.nscb.gov.ph/sexystats/2013/SS20130322_gender.asp. Accessed 11 Feb 2013.

  • Chang, Y.-L. (2012). A study of fifth graders’ mathematics self-efficacy and mathematical achievement. The Asia Pacific Education Researcher, 21, 519–525.

    Google Scholar 

  • Collins, C., Kenway, J., & McLeod, J. (2000). Factors influencing the educational performance of males and females in school and their initial destinations after leaving school. Waurn Ponds: Commonwealth Department of Education: Deakin University.

    Google Scholar 

  • Department of Education. (2008). Philippine country education for all mid-decade assessment 2000–2005. Manila: Department of Education.

    Google Scholar 

  • Department of Education. (2010). The enhanced K + 12 basic education programme. Manila: Department of Education.

    Google Scholar 

  • Else-Quest, N., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103–127.

    Article  Google Scholar 

  • Ganotice, F. A., & Bernardo, A. B. I. (2010). Validating the factors of the English and Filipino versions of the Sense of Self Scale. Philippine Journal of Psychology, 43, 81–99.

    Google Scholar 

  • Ganotice, F. A., Bernardo, A. B. I., & King, R. B. (2012). Testing the factorial invariance of the English and Filipino version of the Inventory of School Motivation with bilingual students in the Philippines. Journal of Psychoeducational Assessment, 30, 298–303.

    Article  Google Scholar 

  • Ganotice, F. A., Bernardo, A. B. I., & King, R. B. (2013). Adapting the Facilitating Conditions Questionnaire (FCQ) for bilingual Filipino adolescents: Validating English and Filipino versions. Child Indicators Research, 6, 237–256.

    Article  Google Scholar 

  • Henrich, J., Heine, S. J., & Norenzayan, A. (2010). Most people are not WEIRD. Nature, 466, 29.

    Article  Google Scholar 

  • Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588–600.

    Article  Google Scholar 

  • King, R.B., & Ganotice, F.A. (2013). Student motivation as hierarchical and multidimensional: Cross-cultural validation of personal investment theory in the Philippines. Universitas Psychologica. doi:10.11144/Javeriana.UPSY12-3.smhm.

  • King, R. B., Ganotice, F. A., & McInerney, D. M. (2012a). Cross-cultural validation of the Sense of Self (SoS) Scale in Chinese and Filipino settings. Child Indicators Research, 5, 719–734.

    Article  Google Scholar 

  • King, R. B., Ganotice, F. A., & Watkins, D. A. (2012b). Cross-cultural validity of the Inventory of School Motivation (ISM) in Chinese and Filipino samples. Child Indicators Research, 5, 135–153.

    Article  Google Scholar 

  • King, R. B., McInerney, D. M., & Watkins, D. A. (2012c). Studying for the sake of others: The role of social goals on academic engagement. Educational Psychology, 32, 749–776.

    Article  Google Scholar 

  • King, R.B., McInerney, D.M., & Watkins, D. A. (2013). Examining the role of social goals in school: A study in two collectivist cultures. European Journal of Psychology of Education. doi:10.1007/s10212-013-0179-0.

  • King, R. B., & Watkins, D. A. (2011). The reliability and validity of the Goal Orientation and Learning Strategies Survey (GOALS-S): A Filipino investigation. The Asia Pacific Education Researcher, 20, 579–594.

    Google Scholar 

  • King, R. B., & Watkins, D. A. (2012). Cross-cultural validation of the five-factor structure of social goals. Journal of Psychoeducational Assessment, 30, 181–193.

    Article  Google Scholar 

  • Liem, G. A. D., & Martin, A. (2012). The Motivation and Engagement Scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47, 3–13.

    Article  Google Scholar 

  • Maehr, M. L., & McInerney, D. M. (2004). Motivation as personal investment. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning (Vol. 4), big theories revisited. Greenwich: Information Age Publishing.

    Google Scholar 

  • Marsh, H. W., Martin, A. J., & Cheng, J. H. S. (2008). A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? Journal of Educational Psychology, 100, 78–95.

    Article  Google Scholar 

  • Marsh, H. W., & Yeung, A. S. (1998). Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of Math and English constructs. American Educational Research Journal, 21, 705–738.

    Article  Google Scholar 

  • Martin, A. (2003). Boys and motivation: Contrasts and comparisons with girls’ approaches to schoolwork. Australian Educational Researcher, 30, 43–65.

    Article  Google Scholar 

  • Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56, 133–146.

    Article  Google Scholar 

  • Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413–440.

    Article  Google Scholar 

  • McInerney, D.M. (2005). Inventory of School Motivation: Guideline for Use and Validation Checks. Unpublished manuscript, University of Western Sydney.

  • McInerney, D. M., & Ali, J. (2006). Multidimensional and hierarchical assessment of school motivation: Cross-cultural validation. Educational Psychology, 26, 717–734.

    Article  Google Scholar 

  • McInerney, D. M., & Liem, G. A. D. (2009). Achievement motivation in cross-cultural context: Application of personal investment theory in educational settings. In A. Kaplan, S. A. Karabenick, & E. De Groot (Eds.), Culture, self, and motivation: Essays in honor of Martin L Maehr (pp. 213–241). Greenwich: Information Age Publishing.

    Google Scholar 

  • McInerney, D. M., & Sinclair, K. E. (1992). Dimensions of school motivation: A cross-cultural validation study. Journal of Cross-Cultural Psychology, 23, 389–406.

    Article  Google Scholar 

  • McInerney, D. M., Yeung, A., & Dowson, M. (2005). Facilitating conditions for school motivation: Construct validity and applicability. Educational and Psychological Measurement, 65, 1046–1066.

    Article  Google Scholar 

  • Mizelle, N. B., & Irvin, J. L. (2000). Transition from middle school to high school: What research says. Middle School Journal, 31, 57–61.

    Google Scholar 

  • OECD (2010). PISA 2009 at a change. Retrieved from http://www.oecd.org/dataoecd/31/28/46660259.pdf. Accessed 11 Feb 2013.

  • Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170–183.

    Article  Google Scholar 

  • Pintrich, P. R. (2000). A motivational science perspective on the role of student motivation in teaching and learning. Journal of Educational Psychology, 95, 667–686.

    Article  Google Scholar 

  • Rowe, K. J., & Rowe, K. S. (1999). Investigating the relationship between students’ attentive–inattentive behaviours in the classroom and their literacy progress. International Journal of Educational Research, 31, 1–138.

    Article  Google Scholar 

  • Simmons, R. G., & Blyth, D. A. (Eds.). (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorne: Aldine de Gruyter.

    Google Scholar 

  • Singh, K., Allen, K. R., Scheckler, R., & Darlington, L. (2007). Women in computer-related majors: A critical synthesis of research and theory from 1994 to 2005. Review of Educational Research, 77, 500–533.

    Article  Google Scholar 

  • UNESCO (United Nations Educational Scientific and Cultural Organization) International Bureau of Education. (2011). World data on education: The Philippines. Geneva: UNESCO.

  • Weaver-Hightower, M. (2003). The ‘boy turn’ in research on gender and education. Review of Educational Research, 73, 471–498.

    Article  Google Scholar 

  • World Economic Forum. (2011). The Global Competitiveness Report 2010–2011. Geneva: World Economic Forum.

    Google Scholar 

  • Zusho, A., & Clayton, K. (2011). Culturalizing achievement goal theory and research. Educational Psychologist, 46, 239–260.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Learning Sciences Laboratory, National Institute of Education, Nanyang Technological University, Singapore

    Ronnel B. King

  2. Graduate Education Department, College of Teacher Education, Palawan State University, Puerto Princesa, Philippines

    Fraide A. Ganotice Jr.

Authors
  1. Ronnel B. King
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Fraide A. Ganotice Jr.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ronnel B. King.

Rights and permissions

Reprints and permissions

About this article

Cite this article

King, R.B., Ganotice, F.A. What’s Happening to Our Boys? A Personal Investment Analysis of Gender Differences in Student Motivation. Asia-Pacific Edu Res 23, 151–157 (2014). https://doi.org/10.1007/s40299-013-0127-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40299-013-0127-4

Keywords

Search

Navigation