Examining the relationship between gender, school year, and perceptions of the learning environment

• This study aims to investigate the impact of age and gender on self-perception and views of the learning environment in light of the consistent gender disparities in academic performance between boys and girls. The study adopts a pragmatic approach to motivation, given that perceived motivation and schoolwork engagement are closely related to students’ academic outcomes. An adapted PALS questionnaire was used to investigate the relationship between a learning environment and students' self-perception and motivation. 831 compulsory school students participated in school year 3, 6, and 8 (n=831). Data was analyzed with Principal Component Analysis (PCA), t-tests, and multi-regression analysis. Findings indicate that as students advance in age, their overall perception of the school, goal orientation, and confidence in their teacher's classroom management skills decline. This decline is most pronounced prior to adolescence, indicating that factors beyond pubertal onset may contribute to this trend. Gender differences were also evident in the students' perceptions, with boys exhibiting a more positive outlook across all aspects considered in this study, particularly towards their teachers. more positive throughout the school years in all the aspects mentioned above, especially towards the teacher.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Gender differences

goal orientation

increasing school year

motivation

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)