Gender Differences in School Achievement and Attitudes towards Motivation in Secondary Economic Education
DOI:
https://doi.org/10.7160/eriesj.2024.170305Keywords:
gender differences, school achievement, motivation, teacher personality, economic education, secondary schoolsAbstract
Abstract: This study examined the school achievement and attitudes of Czech and Slovak secondary school students (n = 572; age: 17-19) towards motivation in economic subjects. The aim was to analyse the factors of students’ motivation, their relations with selected teacher’s competences, and students’ school achievement with regard to their gender. The data were obtained by using a questionnaire and analyzed by Mann-Whitney U-test, Pearson, and Spearman correlation coefficients. Girls performed better than boys in all the subjects analysed. At the same time, for all factors of motivation with significant gender differences, their motivation was stronger compared to boys. School achievement and attitudes towards selected motivation factors are correlated. Some factors motivating boys with better achievement motivate girls with worse achievement.
References
Agyei, D. D. and Eyiah-Bediako, F. (2008) ‘Gender differences in mathematics performance: Some fresh insights’, Gender & Behaviour, Vol. 6, No. 1, pp. 1519–1531. https://doi.org/10.4314/gab.v6i1.23401
Alharbi, M. S., Almatham, A., Alsalouli, M. S. and Hussein, H. B. (2020) ‘Mathematics Teachers’ Professional Traits that Affect Mathematical Achievement for Fourth-grade Students according to the TIMSS 2015 Results: A Comparative Study among Singapore’, International Journal of Educational Research, Vol. 104, p. 101671. https://doi.org/10.1016/j.ijer.2020.101671
Akin, A. and Kurbanoglu, I. N. (2011) ‘The Relationships between Math Anxiety, Math Attitudes, and Self-efficacy: A Structural Equation Model’, Studia Psychologica, Vol. 53, No. 3, pp. 263–273.
Berková, K., Krejčová, K. and Novák, J. (2020) ‘Students’ Attitudes to Selected Subjects in Secondary Economic Education’, Problems of Education in the 21st Century, Vol. 78, No. 1, pp. 9–23. https://doi.org/10.33225/pec/20.78.09
Berková, K., Borůvková, J. and Lízalová, L. (2018) ‘Motivation of Students of Economic and Technical Study Programmes as a Tool of Competitiveness of Universities and Colleges: Empirical Study’, Journal on Efficiency and Responsibility in Education and Science, Vol. 11, No. 4, pp. 72–77. https://doi.org/10.7160/eriesj.2018.110401
Berková, K. and Krejčová, K. (2016) ‘Effect of teachers´ abilities on students´ motivation with varying levels of intellectual abilities in the economics’, Journal on Efficiency and Responsibility in Education and Science, Vol. 9, No. 3, pp. 81–87. https://doi.org/10.7160/eriesj.2016.090304
Bru, E., Virtanen, T., Kjetilstad, V. and Niemiec, C. P. (2021) ‘Gender Differences in the Strength of Association between Perceived Support from Teachers and Student Engagement’, Scandinavian Journal of Educational Research, Vol. 65, No. 1, pp. 153–168. https://doi.org/10.1080/00313831.2019.1659404
Chetty, R., Friedman, J. and Rockoff, J. (2014) ‘Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood’, American Economic Review, Vol. 104, No. 9, pp. 2633–2679. http://dx.doi.org/10.1257/aer.104.9.2633
Chmelárová, Z., Čonková, A. and Šoltés, E. (2018) ‘Strach publičnych vystuplenij u učenikov i studentov v podrostkovom i junošeskom vozraste. (Fear of Public Speaking among Students in their Teenage Years)’, Psychological Science and Education, Vol. 23, No. 4, pp. 70–79. https://doi.org/10.17759/pse.2018230407
Coetzee, D., Pienaar, A. and van Wyk, Y. (2020) ‘Relationship between academic achievement, visual-motor integration, gender and socio-economic status: North-West Child Health Integrated with Learning and Development study’, South African Journal of Childhood Education, Vol. 10, No. 1, a646. https://doi.org/10.4102/sajce.v10i1.646
Deary, I. J., Strand, S., Smith, P. and Fernandes, C. (2007) ‘Intelligence and educational achievement’, Intelligence, Vol. 35, No. 1, pp. 13–21. https://doi.org/10.1016/j.intell.2006.02.001
Demirbas, O. O. and Demirkan, H. (2007) ‘Learning styles of design students and the relationship of academic performance and gender in design education’, Learning and Instruction, Vol., 17, No. 3, pp. 345–359. https://doi.org/10.1016/j.learninstruc.2007.02.007
Duckworth, A. L., Seligman, M. E. (2006) ‘Self-discipline gives girls the edge: gender in self-discipline, grades, and achievement test scores’, Journal of Educational Psychology, Vol. 98, No. 1, pp. 198–208. https://doi.org/10.1037/0022-0663.98.1.198
Erdem-Keklik, D. and Keklik, I. (2014) ‘High School Students´ Achievement Goals: Assessing Gender, Grade Level and Parental Education’, Çukurova University Faculty of Education Journal, Vol. 43, No. 1, pp. 63–73. https://doi.org/10.14812/cufej.2014.005
Eriksson, K. (2020) ‘Gender Differences in the Interest in Mathematics Schoolwork Across 50 Countries’, Frontiers in Psychology, Vol. 11, 578092. https://doi.org/10.3389/fpsyg.2020.578092
Eriksson, K., Björnstjerna, M. and Vartanova, I. (2020) ‘The Relation Between Gender Egalitarian Values and Gender Differences in Academic Achievement’, Frontiers in Psychology, Vol. 11, p. 236. https://doi.org/10.3389/fpsyg.2020.00236
Fields, T. D., Lys, T. Z. and Vincent, L. (2001) ‘Empirical Research on Accounting Choice’, Journal of Accounting and Economics, Vol. 31, No. 1–3, pp. 255-307. https://doi.org/10.1016/S0165-4101(01)00028-3
Fontana, D. (2014) Psychologie ve školní praxi. (Psychology in School Educational Process), Praha: Portál.
Fung, D., Kutnick, P., Mok, I., Leung, F., Pok-Yee Lee, B., Mai, Y. Y. and Tyler, M. T. (2017) ‘Relationships between teachers’ background, their subject knowledge and pedagogic efficacy, and pupil achievement in primary school mathematics in Hong Kong: An indicative study’, International Journal of Educational Research, Vol. 81, pp. 119–130. https://doi.org/10.1016/j.ijer.2016.11.003
Giota, J. and Bergh, D. (2021) ‘Adolescent Academic, Social and Future Achievement Goal Orientations: Implications for Achievement by Gender and Parental Education’, Scandinavian Journal of Educational Research, Vol. 65, No. 5, pp. 831–850. https://doi.org/10.1080/00313831.2020.1755360
Habók, A., Magyar, A., Németh, M. B. and Csapó, B. (2020) ‘Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics: Structural equation models of longitudinal data’, International Journal of Educational Research, Vol. 103, p. 101634. https://doi.org/10.1016/j.ijer.2020.101634
Jamieson, S. (2004) ‘Likert scales: How to (ab)use them’, Medical Education, Vol. 38, No. 12, pp. 1217–1218. https://doi.org/10.1111/j.1365-2929.2004.02012.x
Jurečka, V., Hon, M., Jánošíková, I., Kolcunová, E. and Spáčilová, L. (2013) Mikroekonomie. (Microeconomics), Prague: Grada Publishing.
Krpálek, P. and Krpálková Krelová, K. (2016) ‘Possibilities for Developing Business Potential in Economic Education. Examples of Implementation in Slovakia and the Czech Republic’, Economics & Sociology, Vol. 9, No. 4, pp. 119–133. https://doi.org/10.14254/2071-789X.2016/9-4/7
Langfeldt, L. and Kyvik, S. (2011) ‘Researchers as evaluators: tasks, tensions and politics’, Higher Education, Vol. 62, No. 2, pp. 199–212. https://doi.org/10.1007/s10734-010-9382-y
Lansford, J. E., Skinner, A. T., Sorbring, E., Giunta, L. D., Deater-Deckard, K. and Dodge, K. A., et al. (2012) ‘Boys’ and Girls’ relational and physical aggression in nine Countries’, Aggressive Behavior, Vol. 38, No. 4, pp. 298–308. https://doi.org/10.1002/ab.21433
Lebid, A. E. and Shevchenko, N. A. (2020) ‘Gender Differentiation in Perceiving and Evaluating the Interactive Methods of Education by the Engineering Students’, European Journal of Contemporary Education, Vol. 9, No. 4, pp. 819–826. https://doi.org/10.13187/ejced.2020.4.819
Lindberg, S. M., Hyde, J. S., Petersen, J. L. and Linn, M. C. (2010) ‘New trends in gender and mathematics performance: A meta-analysis’, Psychological Bulletin, Vol. 136, No. 6, pp. 1123–1135. https://doi.org/10.1037/a0021276
Marmeleira, J., Folgado, H., Guardado, I. M. and Batalha, N. (2020) ‘Grading in Portuguese secondary school physical education: assessment parameters, gender differences and associations with academic achievement’, Physical Education and Sport Pedagogy, Vol. 25, No. 2, pp. 119–136. https://doi.org/10.1080/17408989.2019.1692807
Norman, G. (2010) ‘Likert scales, levels of measurement and the “laws” of statistics’, Advances in Health Sciences Education, Vol. 15, No. 5, pp. 625–632. https://doi.org/10.1007/s10459-010-9222-y
Núñez-Peña, M. I., Suárez-Pellicioni, M. and Bono, R. (2016) ‘Gender differences in test anxiety and their impact on higher education students´ academic achievement’, in Procedia – Social and Behavioral Sciences, Amsterdam: Elsevier Ltd. https://doi.org/10.1016/j.sbspro.2016.07.023
OECD (2009) Equally prepared for life? How 15-year-old boys and girls perform in school, Paris: OECD Publishing. Available: https://www.oecd.org/pisa/pisaproducts/42843625.pdf
OECD (2010) Mathematics teaching and learning strategies in PISA. Paris: OECD Publishing. Available: https://doi.org/10.1787/9789264039520-en
OECD (2014) PISA 2012 Results: Students and Money. Financial Literacy Skills for the 21st Century (Volume VI), PISA: OECD Publishing. Available: https://doi.org/10.1787/19963777
Owoseni, A., Ibem, E. and Opoko, A. (2020) ‘Socio-Economic Profiling of Students and its Impact on Learning Outcomes’, International Journal of Emerging Technologies in Learning, Vol. 15, No. 19, pp. 213–222. https://doi.org/10.3991/ijet.v15i19.14649
Perelygina, L., Rayevska, I., Chusova, O., Horbatiuk, O. and Tomenko, M. (2020) ‘Tools and Mechanisms of Motivation Support in the Process of Training Students of Higher Educational Institutions’, Applied Linguistics Research Journal, Vol. 4, No. 9, pp. 148–158. https://doi.org/10.14744/alrj.2020.14892
Pintrich, P. R. and de Groot, E. V. (1990) ‘Motivational and self-regulated learning components of classroom academic performance’, Journal of Educational Psychology, Vol. 82, No. 1, pp. 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Rivkin, S., Hanushek, E. and Kain, J. (2005) ‘Teachers, schools, and academic achievement’, Econometrica, Vol. 73, No. 2, pp. 417–458. https://doi.org/10.1111/j.1468-0262.2005.00584.x
Rockoff, J. (2004) ‘The impact of individual teachers on student achievement: Evidence from panel data’, The American Economic Review, Vol. 94, No. 2, pp. 247–252. https://doi.org/10.1257/0002828041302244
Silva-Arias, A. C., Sarmiento-Espinel, J. A. and González-Cogollos, L. V. (2020) ‘Gender Inequalities in Academic Achievement among Internally Displaced children in Colombia’, Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, Vol. 18, No. 2, pp. 1–19. http://dx.doi.org/10.11600/1692715x.18213
Stoet, G. and Geary, D. C. (2013) ‘Sex differences in mathematics and reading achievement are inversely related: within-and across-nation assessment of 10 years of PISA data’, PLoS ONE, Vol. 8, No. 3, e57988. https://doi.org/10.1371/journal.pone.0057988
Valente, S., Veiga-Branco, A., Rebelo, H., Lourenço, A. A. and Cristovão, A. M. (2020) ‘The relationship between emotional intelligence ability and teacher efficacy’, Universal Journal of Educational Research, Vol. 8, No. 3, pp. 916–923. https://doi.org/10.13189/ujer.2020.080324
Voyer, D. and Voyer, S. D. (2014) ‘Gender Differences in Scholastic Achievement: A Meta-Analysis’, Psychological Bulletin, Vol. 140, No. 4, pp. 1174–1204. http://dx.doi.org/10.1037/a0036620
Watts, R. L. and Zimmerman, J. L. (1978) ‘Towards a Positive Theory of the Determination of Accounting Standards’, The Accounting Review, Vol. 53, No. 1, pp. 112–134.
Wiliam, D. (2011) Embedded Formative Assessment. USA: Solution Tree Press.
Zhang, D. and Wang. C. (2020) ‘The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety’. International Journal of Educational Research, Vol. 104, p. 101648. https://doi.org/10.1016/j.ijer.2020.101648
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Jaromír Novák, Kateřina Berková, Andrea Kubišová, Dana Kolářová
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.
