Teacher perceptions affect boys’ and girls’ reading motivation differently

I.E. Boerma; S.E. Mol; J. Jolles

doi:10.1080/02702711.2015.1072608

Teacher perceptions affect boys’ and girls’ reading motivation differently

I.E. Boerma, S.E. Mol, J. Jolles

Research output: Contribution to Journal › Article › Academic › peer-review

Abstract

The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading comprehension. Results showed that for boys, teacher expectations had no influence on the three constructs of reading motivation measured, whereas for girls, teacher expectations did predict reading self-concept and value of reading. The results provide evidence that the relationship between motivational factors and teacher perceptions is different for boys and girls. The implications for educational practice are addressed.

Original language	English
Pages (from-to)	1-23
Journal	Reading Psychology
Volume	33
DOIs	https://doi.org/10.1080/02702711.2015.1072608
Publication status	Published - 2015

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title = "Teacher perceptions affect boys{\textquoteright} and girls{\textquoteright} reading motivation differently",

abstract = "The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading comprehension. Results showed that for boys, teacher expectations had no influence on the three constructs of reading motivation measured, whereas for girls, teacher expectations did predict reading self-concept and value of reading. The results provide evidence that the relationship between motivational factors and teacher perceptions is different for boys and girls. The implications for educational practice are addressed.",

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AB - The aim of this study was to examine the relationship between teacher perceptions and children's reading motivation, with specific attention to gender differences. The reading self-concept, task value, and attitude of 160 fifth and sixth graders were measured. Teachers rated each student's reading comprehension. Results showed that for boys, teacher expectations had no influence on the three constructs of reading motivation measured, whereas for girls, teacher expectations did predict reading self-concept and value of reading. The results provide evidence that the relationship between motivational factors and teacher perceptions is different for boys and girls. The implications for educational practice are addressed.

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Teacher perceptions affect boys’ and girls’ reading motivation differently

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