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Sex differences in achievement goals: do school subjects matter?

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Abstract

Many studies have already found differences between male and female students in various motivational variables. With regard to the stereotypes associated to different school subjects, boys usually are more motivated in math or sciences whereas girls score higher in verbal subjects such as languages. Studies investigating sex differences in achievement goals have yielded conflicting results. Furthermore, studies are rare that investigate sex differences in achievement goals in different domains. Therefore, we analyzed sex differences by focusing on achievement goals for school in general and six different school subjects (math, German, English, physics, history, chemistry). Two different samples of high school students were investigated in two studies (N1 = 425; N2 = 1210). As a prerequisite for examining latent mean differences, the measurement invariance of the questionnaire assessing achievement goals for males and females was supported in both studies. Girls showed significantly higher mastery goals in German and English, whereas boys revealed higher mastery goals in math and physics. Boys had significantly higher mean performance-approach goals in math, physics, history, and chemistry. Furthermore, boys had higher performance-avoidance goals in math and physics. They also showed significantly higher work-avoidance goals in German, English, and regarding school in general. These results were mainly in line with psychological models on the role of students’ gender-related identity. Students are particularly motivated in school subjects they perceive as stereotypically compatible with their own gender.

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Authors and Affiliations

  1. Technische Universität Dortmund, Emil-Figge-Straße 50, 44139, Dortmund, Germany

    Linda Wirthwein, Anke Heyder & Ricarda Steinmayr

  2. Universität des Saarlandes, Campus A5 4, 66123, Saarbrücken, Germany

    Jörn R. Sparfeldt

  3. Bergische Universität Wuppertal, Gaußstr. 20, 42119, Wuppertal, Germany

    Susanne R. Buch

  4. Southwest University Chongqing, Chongqing, People’s Republic of China

    Detlef H. Rost

  5. Philipps-Universität Marburg, Gutenbergstr. 18, 35032, Marburg, Germany

    Detlef H. Rost

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  1. Linda Wirthwein
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  2. Jörn R. Sparfeldt
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  4. Susanne R. Buch
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  5. Detlef H. Rost
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Linda Wirthwein. Technische Universität Dortmund, Emil-Figge-Straße 50, 44139 Dortmund, Germany. E-mail: Linda.Wirthwein@tu-dortmund.de

Current themes of research:

Achievement goals and academic achievement. Operationalization of achievement goals. Subjective well-being in school. Intellectual giftendess.

Most relevant publications in the field of Psychology of Education:

Wirthwein, L., Bergold, S., Preckel, F., & Steinmayr, R. (2019). Personality and school functioning of intellectually gifted and nongifted adolescents: Self-perceptions and parents’ assessment. Learning and Individual Differences, 73, 16-29.

Dinger, F.C., Dickhäuser, O., Hilbig, B.E., Müller, E., Steinmayr, R., & Wirthwein, L. (2015). From basic personality to motivation: Relating the HEXACO factors to achievement goals. Learning and Individual Differences, 40, 1-8.

Sparfeldt, J.R., Brunnemann, N., Wirthwein, L., Buch, S.R., Schult, J., & Rost, D.H. (2015). General versus specific achievement goals: A re-examination. Learning and Individual Differences, 43, 170-177.

Schwinger, M.*, Wirthwein, L.*, Lemmer, G., & Steinmayr, R. (2014). Academic self-handicapping and achievement: A meta-analysis. Journal of Educational Psychology, 106, 744-761. *Contributed equally

Wirthwein, L., Sparfeldt, J.R., Pinquart, M., Wegerer, J., & Steinmayr, R. (2013). Achievement goals and academic achievement: A closer look at moderating factors. Educational Research Review, 10, 66-89.

Jörn R. Sparfeldt. Universität des Saarlandes, Campus A5 4, 66123 Saarbrücken, Germany. E-mail: j.sparfeldt@mx.uni-saarland.de

Current themes of research:

Intelligence. Intellectual giftedness. Motivation in school. Educational assessment. Psychological assessment.

Most relevant publications in the field of Psychology of Education:

Lotz, C., Schneider, R., & Sparfeldt, J. R. (2018). Differential relevance of intelligence and motivation for grades and competence tests in mathematics. Learning and Individual Differences, 65, 30-40.

Lotz, C., Sparfeldt, J. R., & Greiff, S. (2016). Complex problem solving in educational contexts – Still something beyond a "good g"? Intelligence, 59, 127-138.

Schult, J., & Sparfeldt, J. R. (2016). Do non-g factors of cognitive ability tests align with specific academic achievements? A combined bifactor modeling approach. Intelligence, 59, 96-102.

Sparfeldt, J. R., Brunnemann, N., Wirthwein, L., Buch, S. R., Schult, J., & Rost, D. H. (2015). General versus specific achievement goals: a re-examination. Learning and Individual Differences, 43, 170-177.

Wirthwein, L., Sparfeldt, J. R., Pinquart, M., Wegerer, J., & Steinmayr, R. (2013). Achievement goals and academic achievement: a closer look at moderating factors. Educational Research Review, 10, 66-89.

Anke Heyder. Technische Universität Dortmund, Emil-Figge-Str. 50, 44227 Dortmund, Germany. E-mail: Anke.Heyder@tu-dortmund.de

Current themes of research:

Gender differences in motivation and achievement. Gender stereotypes. Teachers‘ beliefs and attitudes. Mindsets.

Most relevant publications in the field of Psychology of Education:

Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (in press). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction.

Heyder, A., & Brunner, M. (2018). Teachers’ aptitude beliefs as a predictor of helplessness in low-achieving students: commonalities and differences between academic domains. Learning and Individual Differences, 62, 118-127.

Heyder, A., & Kessels, U. (2017). Boys don’t work? On the psychological benefits of showing low effort in high school. Sex Roles, 77, 72–85.

Heyder, A., Kessels, U., & Steinmayr, R. (2017). Explaining academic-track boys’ underachievement in language grades: not a lack of aptitude but students’ motivational beliefs and parents’ perceptions? British Journal of Educational Psychology, 87, 205-223.

Heyder, A., & Kessels, U. (2013). Is school feminine? Implicit gender stereotyping of school as a predictor of academic achievement. Sex Roles, 69, 605-617.

Susanne R. Buch. Bergische Universität Wuppertal, 42119 Wuppertal, Germany. E-Mail: sbuch@uni-wuppertal.de

Current themes of research:

Educational assessment. Motivation and achievement in school.

Most relevant publications in the field of Psychology of Education:

Schuchart, C., Buch, S. R., & Piel, S. (2015). Characteristics of mathematical tasks and social class-related achievement differences among primary school children. International Journal of Educational Research, 70, 1-15.

Dickhäuser, C., Buch, S. R., & Dickhäuser, O. (2011) Achievement after failure: the role of achievement goals and negative self-related thoughts. Learning and Instruction, 21, 152-162.

Schilling, S. R., Sparfeldt, J. R. & Rost, D. H. (2006). Facetten schulischen Selbstkonzepts. Welchen Unterschied macht das Geschlecht? [Gender differences in subject-specific academic self-concepts]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 20, 9-18.

Rost, Detlef H. Southwest University Chongqing, People’s Republic of China; Philipps-Universität Marburg, Gutenbergstr. 18, 35032 Marburg, Germany.E-mail: rost@uni-marburg.de

Current themes of research:

Intelligence and giftedness. Self-concept and self-efficacy. Anxiety and implicit aggression. Psycho-educational assessment. Research methods in applied settings.

Most relevant publications in the field of Psychology of Education:

Zhang, Q., Espelage, D. L., & Rost, D. H. (2018). Short-term exposure to movie violence and implicit aggression during adolescence. Youth & Society (online first).

Bergold, S., Wirthwein, L., Rost. D. H., & Steinmayr, R. (2017). What happens if the same curriculum is taught in five instead of six years? A quasiexperimental investigation of the effect of schooling on intelligence. Cognitive Development, 44, 98-109.

Rost, D. H. (2013). Handbuch Intelligenz. [Handbook of Intelligence.] Weinheim, Germany: Beltz.

Rost, D. H. (2013). Interpretation und Bewertung pädagogisch-psychologischer Studien (3. Aufl.) [Interpretation and Evaluation of Empirical Studies in Psychology and Education. 3rd ed.] Bad Heibrunn, Germany: Klinkhardt.

Wirthwein, L. & Rost, D. H. (2011). Focussing on overexcitabilities. Studies with intellectually gifted and academically talented adults. Personality and Individual Differences, 51, 337-342.

Rost, D. H., Sparfeldt, J. R., Dickhäuser, O., & Schilling, S. R. (2005). Dimensional comparisons in subject-specific academic self-concepts and achievements: a quasi-experimental approach. Learning and Instruction 15, 557-570.

Ricarda Steinmayr. Technische Universität Dortmund, Emil-Figge-Str. 50, 44227 Dortmund, Germany. E-mail: Ricarda.Steinmayr@tu-dortmund.de

Current themes of research:

Antecedents of academic achievement. Motivation development. Intellectual giftedness. Educational diagnostic. Gender differences.

Most relevant publications in the field of Psychology of Education:

Lauermann, F., Meißner, A., & Steinmayr, R. (2019). Relative importance of intelligence and ability self-concept in predicting test performance and school grades in the math and language arts domains. Journal of Educational Psychology. Advance online.

Weidinger, A. F., Steinmayr, R., & Spinath, B. (2019). Ability self-concept formation in elementary school: no dimensional comparison effects across time. Developmental Psychology, 55, 1005-1018.

Steinmayr, R., Weidinger, A. F., & Wigfield, A. (2018). Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? Contemporary Educational Psychology, 53, 106-122.

Steinmayr, R., & Kessels, U. (2017). Good at school = successful on the job? Explaining gender differences in scholastic and vocational success. Personality and Individual Differences, 105, 107-115.

Bergold, S., Wendt, H., Caspar, D., & Steinmayr, R. (2017). Scholastic competencies: their interrelatedness and gender differences at their high end. Journal of Educational Psychology, 109, 439-449.

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Wirthwein, L., Sparfeldt, J.R., Heyder, A. et al. Sex differences in achievement goals: do school subjects matter?. Eur J Psychol Educ 35, 403–427 (2020). https://doi.org/10.1007/s10212-019-00427-7

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  • DOI: https://doi.org/10.1007/s10212-019-00427-7

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