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Putwain, DW and Moe, A (2020) An Evaluative Message Fosters Mathematics Performance in Male Students but Decreases Intrinsic Motivation in Female Students. Educational Psychology: an international journal of experimental educational psychology, 40 (8). pp. 941-960. ISSN 0144-3410
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An Evaluative Message Fosters Mathematics Performance in Male Students but Decreases Intrinsic Motivation in Female Students .pdf - Accepted Version Download (528kB) | Preview |
Abstract
This study contrasted the effects of two task messages, evaluative or non-evaluative, on mathematics performance, affect, and intrinsic task motivation. One hundred-twenty secondary school students aged 17-21 years were delivered one of the two messages, or assigned to a control condition, before completing a mathematics task, measures of message appraisals (challenge and threat), affect (pleasantness, arousal, dominance), and a behavioural indication of intrinsic task motivation. The evaluative message raised performance only in males, while for females both messages decreased intrinsic motivation for the task, probably due to stereotype threat. Implications for future research and educational practices are discussed.
| Item Type: | Article |
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| Additional Information: | This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology: an international journal of experimental educational psychology on 4 Mar 2020, available online: http://www.tandfonline.com/10.1080/01443410.2020.1730767 |
| Uncontrolled Keywords: | 1303 Specialist Studies in Education, 1701 Psychology, 1702 Cognitive Sciences |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Divisions: | Education |
| Publisher: | Taylor & Francis (Routledge) |
| Date Deposited: | 18 Feb 2020 09:53 |
| Last Modified: | 13 Jan 2022 10:45 |
| DOI or ID number: | 10.1080/01443410.2020.1730767 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/12263 |
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