02746nam a22002537a 4500 20231106170818.0 231106b ||||| |||| 00| 0 eng d 0007-0998 RIEBPL Library 370.1505 Kaley Lesperance et al... Reducing gender differences in student motivational-affective factors: A meta-analysis of school-based interventions (Journal Article) UK : Wiley and sons ,December 2022 1502-1536 p. British Journal of Educational Psychology,Volume92, Issue4 ***______{For Hard Copy, Please visit Library.}________*** Abstract- Background Research shows that gender differences tend to exist in student motivational-affective factors in core subjects such as math, science or reading, where one gender is stereotypically disadvantaged. Aims This study aimed to investigate strategies that could reduce these gender differences by conducting a meta-analysis on school-based intervention studies that targeted student motivational-affective factors. We therefore evaluated whether interventions had differential effects for male and female students' motivational-affective factors in a given academic subject. We also evaluated potential moderator variables. Method After conducting a systematic database search and screening abstracts for inclusion, we synthesized 71 effect sizes from 20 primary studies. All included studies were conducted in science or mathematics-related subjects, which are stereotypically female-disadvantaged. Results While the interventions had significant positive effects for both genders, there was no statistically significant difference between the two genders with regard to the intervention effects on motivational-affective factors. However, the descriptive effect size for female students (g = .49) was far greater than for male students (g = .28). Moderator analyses showed no significant effects for grade level, intervention duration, or school subject, but there was a significant influence of intervention method used. Conclusions This study demonstrated that school-based interventions have positive effects on motivational-affective factors for both genders. It also provides evidence that interventions in subjects where female students are stereotypically disadvantaged may have greater effects for females than for males. Implications and suggestions for future research are discussed. affect gender differences interventions meta analysis motivation students https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12512 PER 0 0 0 0 RIEBPL RIEBPL 2023-11-06 0 370.1505 2023-11-06 00:00:00 2023-11-06 PER 44754 44753