Gender differences in reading motivation: does sex or gender identity provide a better account?

Journal of Research in Reading - Tập 35 Số 3 - Trang 328-336 - 2012
Sarah McGeown1, Hannah Goodwin2, Nikola Alexandra Henderson, Penelope S. Wright
1Psychology Department, University of Hull, UK
2University of Hull

Tóm tắt

This study examined sex differences in reading skill and reading motivation, investigating whether these differences could be better accounted for by sex, or by gender identity. One hundred and eighty‐two primary school children (98 males) aged 8–11 completed a reading comprehension assessment, reading motivation questionnaire and a gender role questionnaire. While there were no sex differences in reading skill or extrinsic reading motivation, girls had significantly higher intrinsic reading motivation. However, responses to intrinsic motivation were better explained by gender identity than sex. In addition, a feminine identity was more closely associated with many different aspects of reading motivation than a masculine identity. Implications for our understanding of sex differences in reading are discussed.

Từ khóa


Tài liệu tham khảo

10.1111/j.2044-8279.1991.tb00965.x

10.1598/RRQ.34.4.4

10.1111/j.2517-6161.1995.tb02031.x

10.1037/0012-1649.27.3.505

10.4135/9781412983808

10.1111/1467-9817.00161

Department for Education(2010).Playing for success. Retrieved fromhttp://www.playingforsuccessonline.org.uk

Department for Education and Skills(2002).Raising boys’ achievement. Retrieved fromhttp://www-rba.educ.cam.ac.uk

10.1037/0022-0663.98.2.382

10.1037/h0021522

10.2307/1131221

10.1037/0022-0663.82.3.525

10.1080/00220671.1996.9941333

10.1037/0022-0663.97.2.184

10.1111/j.1467-9817.2008.01389.x

10.1080/00131911003637006

Macmillan Test Unit, 2000, Group reading test II 6–14

Macmillan Test Unit, 2000, Group reading test II teacher's guide

10.1080/19388070902803795

10.2307/748205

10.1016/j.jsp.2006.04.004

10.1207/s1532799xssr0303_2

10.1080/00313830600576039

10.1080/09540259721439

10.1207/s1532799xssr1004_1

Mullis I.V.S. Martin M.O. Kennedy A.M.&Foy P.(2007).PIRLS 2006 international report: IEA's progress in international reading literacy study in primary schools in 40 countries. Chestnut Hill MA: Boston College. Retrieved fromhttp://timss.bc.edu/pirls2006/index.html

10.1006/ceps.2000.1069

10.1006/ceps.1999.1020

10.1111/j.1467-9817.2004.00240.x

10.1598/RRQ.39.2.2

10.1037/0022-0663.89.3.420

10.1037/0022-0663.89.3.451

Thông tin
Thông tin xuất bản

Journal of Research in Reading

Tập 35 Số 3

328-336

Thông tin tác giả