Gender Differences in Class Engagement and Disruptive School Behaviour: Boys' Susceptibility to Peers' Motivation Culture

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  • Author(s): Mieke Van Houtte (ORCID Mieke Van Houtte (ORCID 0000-0002-5425-6138)
  • Language:
    English
  • Source:
    Gender and Education. 2024 36(5):393-412.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Elementary Education
      Grade 8
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Gender Differences; Males; Grade 8; Secondary School Students; Classroom Environment; Learner Engagement; Student Behavior; Behavior Problems; Peer Influence; Student Motivation; School Culture; Foreign Countries; Student Characteristics
    • Subject Terms:
      Belgium
    • Accession Number:
      10.1080/09540253.2024.2345061
    • ISSN:
      0954-0253
      1360-0516
    • Abstract:
      Starting from observed gender differences in educational effort and because research considers motivation to be a personal student feature, this study had two aims. First, it examined whether autonomous and controlled motivation are shared by students within a school and whether such a motivation culture is associated with the school's student composition. Second, the study examined whether students', and specifically boys', class engagement and disruptive behaviour are associated with the motivation culture in their school. The main findings of analyses of data from 5162 eighth-grade students (average age 14) in 57 Flemish secondary schools are that (1) schools are characterized by an autonomous and controlled motivated culture that is related to schools' sex and migrant composition and schools' socioeconomic composition, respectively, and (2) boys' disruptive behaviour is related to the autonomous motivation culture, showing boys are more susceptible to their peers' motivation culture. Implications for research and practice are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1427780