Psychological features of motivation and values in high school students of different sexes

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Abstract

This research focuses on sex-specific differences in motivational, meaning- and value-based attitudes to learning in high school students. The sample included students of 9-11 grades (aged 15-17 years) of two Moscow schools with traditional paradigm in education. Motivational attitudes were measured with factor analysis of the subjects’ responses to 70 statements (different sets for male and female groups; the total number of respondents was 162, 82 males and 80 females). The structure of value orientations was studied with cluster analysis of ranking of 10 terminal human values (Rokeach) and 12 learning values (109 respondents, 60 females and 49 males). The correlation between the character of motivation and value orientations was also explored in the study (39 males and 48 females were presented with both surveys). The outcomes of the study show that young girls find opportunities for self-actualisation in knowledge and experience, in personal growth and overcoming difficulties in life, whereas young boys mostly associate self-actualisation with affiliative sphere. The character of motivation in young girls clearly corresponds with the values they choose, while in boys the relationship between motivations and values seems ambiguous. Taking into account sex specifics in adolescents may help raise the effectiveness of learning activity

General Information

Keywords: values, motivation, sex, high school students

Journal rubric: Developmental Psychology

DOI: https://doi.org/10.17759/pse.2017220307

For citation: Vartanova I.I. Psychological features of motivation and values in high school students of different sexes. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2017. Vol. 22, no. 3, pp. 63–70. DOI: 10.17759/pse.2017220307. (In Russ., аbstr. in Engl.)

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Information About the Authors

Irine I. Vartanova, PhD in Psychology, docent, Associate Professor, Senior Researcher of the Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-0716-9648, e-mail: iivart@mail.ru

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