000			02746nam a22002537a 4500
005			20231106170818.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0007-0998
037			_bRIEBPL Library
082			_a370.1505
100			_aKaley Lesperance et al...
245			_a Reducing gender differences in student motivational-affective factors: A meta-analysis of school-based interventions _b(Journal Article)
260			_aUK _b: Wiley and sons _c,December 2022
300			_a 1502-1536 p.
490			_aBritish Journal of Educational Psychology,Volume92, Issue4
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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.
650			_aaffect
650			_agender differences
650			_a interventions meta
650			_a analysis motivation students
856			_u https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12512
942			_cPER
999			_c44754 _d44753