Study Title: Boys and motivation
Study Author: Martin, A.
Publication Details: The Australian Educational Researcher, vol. 30, no. 3, 2003, pp. 43-65.
Summary:
What did the research aim to do?
The study aimed to
o investigate gender differences in motivation that are relevant to engagement and
achievement in classroom learning and
o identify factors associated with teachers and pedagogies perceived by students as
motivating.
How was the study designed?
The study employed a mixed methods approach comprising quantitative, qualitative and
document-based components. It was informed theoretically by a combination of social and
psychological theories.
The quantitative component involved teachers administering a Student Motivation Scale to 3773
male and female students from 13 (mainly government) schools in NSW and the ACT. The study
sites drew primarily on lower-middle to upper-middle class areas. Participants were in Years 7/8
(40%), 9/10 (42%), and 11/12 (18%); 43% were female and 57% male. Items in the Motivation
Scale rated six motivation 'boosters' (self belief, value of schooling, learning focus, planning, study
management and persistence), and four motivation 'guzzlers' (anxiety, uncertain control, failure
avoidance and self-sabotage) on a 7-point scale (strongly disagree to strongly agree). Data were
analysed using confirmatory factor analysis, tests of reliability and AVOVAs (analyses of variance).
The latter employed a 2 (boy, girl) by 3 (Year 7/8, Year 9/10, Year 11/12) analysis to identify both
gender effects on motivation and year level effects on motivation.
The qualitative component focused on 65 male subjects from Year 8 (n=32) and Year 10 (n=33) in
two government schools. Teachers selected participants to reflect the range of engagement at the
schools. Data were collected using a semi-structured interview schedule. A third of the participants
were interviewed in pairs and two thirds in small discussion groups. Participants were asked to
'describe the teacher that brings out your best work or keeps you most interested and motivated in
school and school work'.
The document-based component trawled published research for information relevant to three main
themes: gender construction and motivation; the interface between fear of failure, masculinity and
motivation; and principles for guiding practical interventions aimed at enhancing motivation and
engagement in school learning.
What were the limitations?
The author identified four study limitations. First, data drew on self-reports only; future research
could also include teacher and parent ratings. Second, data collection only addressed 'school as a
whole' and not particular school subjects. Furthermore, the study focused on boys and girls as
entire categories, hence it could not show whether significant sub groups are discernible within boy
and girl populations. Fourth, the study data do not directly involve or inform gender construction.
An additional limitation is that the social class range addressed by the study was limited.
What were the findings?
Quantitative component: Girls' responses were significantly higher than boys' on four of the
motivation 'boosters' (i.e. belief in the value of school, planning, study management and
persistence) and on one of the 'guzzlers' (i.e. anxiety). Boys’ responses with respect to selfsabotage were significantly higher than girls'. Second, it was found that gender effects on selfbelief, learning focus, and value of schooling vary with year level: boys' and girls' motivation on
these three dimensions decline in parallel in Years 9/10; girls recover in Years 11/12, but boys do
not (or not to the same extent).
Qualitative component: It was found that students consistently identified 10 characteristics of
teachers or their practices as enabling them to better engage boys in schoolwork than could other
teachers. These were: the relationship between teacher and student; the teacher's enjoyment of
teaching and working with young people; striking a balance between authority and a relaxed
classroom atmosphere; striking a balance between serious schoolwork and fun; sense of humour;
making schoolwork interesting and, where possible and appropriate, fun; providing choices;
explaining work clearly and effectively and aiming for mastery by all students; broad range of
assessment practices; and variety in teaching methods and materials.
Document-based component: There were five key findings. First, it is necessary to involve students
in developing and implementing strategies designed to enhance motivation. Second, staff benefit
from professional development prior to implementing strategies. Third, successful strategic
interventions are associated with broad gender equity policies informed by knowledge about
gender construction. Fourth, understanding how certain constructions of masculinity are associated
with reduced scholastic aspirations may help boys become less complicit in their own underengagement and achievement. Finally, while gender differences in motivation exist in degree, it
does not appear that they exist in kind.
What conclusions were drawn from the research?
Two main conclusions emerged from the study. The first is that being able to identify specific facets
of motivation for which there exist significant gender differences puts educators in a better position
to develop targeted strategies for enhancing motivation. Second, the educational challenge is to
develop strategies and programs to address motivational aspects where boys are doing less well
than girls, whilst recognising and consolidating girls' strengths on these same dimensions.
What are the implications of the study?
Four implications seem especially noteworthy. First, further research aimed at deepening
quantitative and qualitative understandings of motivation patterns within girl and boy student
populations respectively is warranted. Second, it will be important to investigate motivation across
a wider range of SES groupings than was possible in the current study. Third, research should aim
to inform targeted strategic interventions, such as addressing particular motivation 'boosters' and
'guzzlers'. Finally, subsequent research and interventions should address motivation in ways that
promote gender equity, rather than focusing on the concerns of one gender at the expense of the
interests of the other.
Generalisability and significance for Queensland
While there is no basis for generalising findings to Queensland students and teachers as a whole,
we might reasonably expect to find similar patterns for the social class range (lower-middle to
upper-middle class) in Queensland as have been found in this study.
Where can interested readers find out more?
Martin, A. J. 2001, ‘The Student Motivation Scale: a tool for measuring and enhancing motivation,’
Australian Journal of Guidance and Counselling, vol. 11, pp. 1-20.
Martin, A. J. 2003, ‘The Student Motivation Scale: further testing of an instrument that measures
school students’ motivation,’ Australian Journal of Education, vol. 47, pp. 88-106.
Martin, A. J. in press, ‘School motivation of boys and girls: Differences of degree, differences of
kind, or both? Australian Journal of Psychology.
Keywords: motivation, achievement, gender