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Gender differences in factors affecting academic performance of high school students.

The following study examines gender differences existing in various cognitive motivational variables (locus of control, academic self-concept and use of learning strategies) and in performance attained in school subjects of Literature and Mathematics. For this purpose, a sample of 363 students was selected from the high school students in the first, second and third academic years. For achieving to the purpose used of locus of control questionnaire, self-concept questionnaire and LASSI. Results show the existence of gender difference in variables under consideration, with girls showing internal locus of control, using attitude, motivation, time management, anxiety, and self-testing strategies more extensively, and getting better marks in Literature. With boys using concentration, information processing and selecting main ideas strategies more, and getting better marks in mathematics. Gender differences were not found in external locus of control, in academic self-concept, and in study aids and test strategies. Results suggest that differences exist in the cognitive-motivational functioning of boys and girls in the academic environment, with the girls have a more adaptive approach to learning tasks. However, the influence of contextual variables that may differently affect boys’ and girls’ motivation was not taken into account. Thus future research should address the influence of such factors.

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The Relationship of Gender and Academic Performance to Motivation: Within-Ethnic-Group Variations

The Urban Review volume  34 ,  pages 293–316 ( 2002 ) Cite this article

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In contemporary psychology more within-group examinations of psychological phenomena are needed, especially in ethnic minority populations. This paper presents the findings of three separate studies of the relationship of GPA and gender to motivation, all of which are within ethnic group comparisons. One study is conducted with African-Americans, the second with Hispanic-Americans, and the third with Euro-Americans. The instruments used are the Assessment of Academic Self-Concept and Motivation and Assessment of Personal Agency Beliefs . Both measures provide a goal-focused, multidimensional, and comprehensive assessment of motivation. MANOVAs and subsequent ANOVAs are presented for each ethnic group. The findings reveal significant within-group differences that also vary from one ethnic group to another.

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Rouse, K.A.G., Austin, J.T. The Relationship of Gender and Academic Performance to Motivation: Within-Ethnic-Group Variations. The Urban Review 34 , 293–316 (2002).

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