Pajares F, Valiante G. Gender Differences in Writing Motivation and Achievement of Middle School Students: A Function of Gender Orientation?
CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2001;
26:366-381. [PMID:
11414726 DOI:
10.1006/ceps.2000.1069]
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Abstract
The aim of this study was to determine whether gender differences in the writing motivation and achievement of middle school students (N = 497) are a function of gender-stereotypic beliefs rather than of gender. Girls reported stronger writing self-efficacy, writing self-concept, self-efficacy for self-regulation, value of writing, and task goals, and they received higher grades in language arts. Boys reported stronger performance-approach goals. All gender differences favoring girls in writing motivation and achievement were rendered nonsignificant when feminine orientation beliefs were controlled. Findings suggest that a feminine orientation is adaptive in the area of writing, whereas a masculine orientation is beneficial when escorted by a feminine orientation. Results are interpreted from the perspective of A. Bandura's (1986) social cognitive theory. Copyright 2001 Academic Press.
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