Students’ motivation in biology lessons—can student autonomy reduce the gender gap?

• Nadine Großmann ^[1] ; Natalia Hofferber ^[1] ; Matthias Wilde ^[1] ; Melanie Basten ^[1]
  1. [1] University of Bielefeld(Department of Biology Didactics)
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 1, 2023, págs. 409-434
• Idioma: inglés
• DOI: 10.1007/s10212-022-00604-1
• Texto completo no disponible (Saber más ...)
• Resumen

  • When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (Mage = 11.31 years, SDage = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons.

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