An investigation of the effects of school context and sex differences on students' motivational goal orientations. created by Martin Dowson, Dennis M. McInerney and Genevieve F. Nelson

By:

Dowson, Martin [author]

Contributor(s):

Material type: Text

TextSeries: An international journal of experimental educational psychology ; Volume 26, number 6,Oxfordshire: Taylor and Francis, 2005Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0144-3410

Subject(s):

School context -- Goal orientation -- Sex differences

LOC classification:

LB1051 EDU

Online resources:

Click here to access online

Abstract: It is widely postulated that school context characteristics and sex may influence students' motivational orientations. However, relatively little empirical evidence exists to support this postulate. Hence the present study sought to examine both the individual and interactive effects of school and sex differences on students' motivational goals. Participants were 602 middle school students. The effects of school and sex on three academic and five social goals were examined. Results suggest that school and (to a lesser extent) sex differences, as well as the interaction between the two, significantly influence students' motivational orientations. Results are discussed and interpreted within the framework of motivation psychology.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1051 EDU (Browse shelf(Opens below))	Vol. 26, no.6 (pages781-811)	Not for loan	For in house use only

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It is widely postulated that school context characteristics and sex may influence students' motivational orientations. However, relatively little empirical evidence exists to support this postulate. Hence the present study sought to examine both the individual and interactive effects of school and sex differences on students' motivational goals. Participants were 602 middle school students. The effects of school and sex on three academic and five social goals were examined. Results suggest that school and (to a lesser extent) sex differences, as well as the interaction between the two, significantly influence students' motivational orientations. Results are discussed and interpreted within the framework of motivation psychology.

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