Butler Ruth
Adv Child Dev Behav. 2014;47:1-41. doi: 10.1016/bs.acdb.2014.05.001.
Girls and women now outperform boys and men on many indices of academic achievement. Gender differences in motivation may underlie these trends. In this chapter, I review and integrate research on gender differences in self-evaluation, self-regulation, and achievement goals. I argue for the existence of gendered tendencies "to prove" versus "to try and to improve," whereby males tend to orient to demonstrating and defending their abilities, and females to working hard and addressing deficiencies. I discuss how these motivations develop within social and educational contexts of learning, and intersect with gendered patterns of socialization, values, and behaviors in other arenas, especially relational ones. Recurring themes include the costs and benefits of differential emphases on competition and self-promotion versus affiliation and consideration of others in the family, peer group, and classroom. I conclude with some recommendations for creating classroom environments that might promote optimal motivation among all students, regardless of gender.
如今，在许多学业成绩指标上，女孩和女性的表现超过了男孩和男性。动机方面的性别差异可能是这些趋势的潜在原因。在本章中，我回顾并整合了关于自我评价、自我调节和成就目标方面性别差异的研究。我认为存在“证明”与“尝试并改进”的性别倾向，即男性倾向于展示和捍卫自己的能力，而女性则倾向于努力学习并弥补不足。我讨论了这些动机如何在学习的社会和教育背景中发展，并与其他领域（尤其是人际关系领域）的性别社会化模式、价值观和行为模式相互交织。反复出现的主题包括在家庭、同龄人群体和课堂中，对竞争和自我提升与归属和考虑他人的不同侧重所带来的成本和收益。最后，我给出了一些建议，旨在营造能够促进所有学生（无论性别）产生最佳学习动机的课堂环境。
