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Gender Differences in Within-Year Changes in Motivation and Achievement in Mathematics

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  • Wondimu Ahmed

Abstract

This study examined gender differences in the longitudinal associations between changes in motivation and achievement in mathematics in a sample of 495 early adolescents (51% girls). Growth curve analyses indicated that gender did not have a significant effect on both initial levels of and rates of change in self-concept and achievement. However, gender had a significant effect on the rates of change in intrinsic value such that girls showed a slower rate of decline than boys. The analyses also indicated that the associations between motivation and achievement are stronger for boys than for girls. This suggests that the decline in motivation overtime is more likely to negatively impact boys’ achievement than that of girls’.

Suggested Citation

  • Wondimu Ahmed, 2016. "Gender Differences in Within-Year Changes in Motivation and Achievement in Mathematics," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 6(1), pages 1-95, May.
    • Handle: RePEc:ibn:jedpjl:v:6:y:2016:i:1:p:95
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    References listed on IDEAS

    as
    1. Fiona Steele, 2008. "Multilevel models for longitudinal data," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 171(1), pages 5-19, January.
    2. Steele, Fiona, 2008. "Multilevel models for longitudinal data," LSE Research Online Documents on Economics 52203, London School of Economics and Political Science, LSE Library.
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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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