Students’ motivation in biology lessons—can student autonomy reduce the gender gap?

Abstract

When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way to effectively address this gender gap. To investigate gender-related effects in biology education, a sample of 303 sixth-grade students (Mage = 11.31 years, SDage = 0.58 years) participated in a 3-h teaching unit on harvest mice that was taught in either an autonomy-supportive or controlling manner. The results revealed a significant effect of the treatment on self-determined motivation, with the effect being stronger for the boys. In the treatment with controlling teaching behavior, gender-related differences in self-determined motivation became apparent. In contrast, the gender gap was mainly smaller in the treatment with autonomy-supportive teaching behavior. Thus, the results suggest that satisfying the need for autonomy appears to be an effective means to help bridge the gender gap in biology lessons.

Measurement invairance and construct validity of the Turkish version of the learner autonomy scale in a sample of high and secondary school students

“…It is possible to observe similar developments in the education of the adolescent age group. Indeed, the studies conducted (Dubois, Guay, & St-Pierre, 2023;Faizah et al, 2023;Großmann et al, 2023;Kleinkorres, Stand-Rabrig, & McElany, 2023;Stevani & Ginting, 2022) reflect the increasing emphasis on the autonomy of high school and secondary school age groups.…”

Motivation to learn Biology: Adaptation and validation of a Science Motivation Questionnaire with Slovene secondary school students

“…For example, a supportive and autonomy-promoting teaching style can promote self-determined motivation. This means that students feel that they are responsible for their learning, which can make the learning process more enjoyable and effective (Großmann et al, 2023). The right balance between challenge and support in the curriculum can also increase motivation.…”

A classroom station work on the Wadden Sea and its influence on the motivation and interest

“…In science education, promoting motivation and interest is considered to be of particular importance. For example, students' motivation can be influenced by teachers' behavior both in the school context (Großmann et al, 2022;Großmann & Wilde, 2020) and in the out-of-school context (Eckes et al, 2018). In addition, motivational variables are used in various studies that internationally compare education systems and are considered in the Pisa studies (OECD, 2016(OECD, , 2019.…”