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Related Experiment Video

Updated: Apr 21, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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Motivation in educational contexts: does gender matter?

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    Summary
    This summary is machine-generated.

    Gendered motivation differences, focusing on "proving" versus "improving," may explain academic achievement gaps. Males tend to prove abilities, while females focus on improvement, influenced by social and educational contexts.

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    Area of Science:

    • Educational Psychology
    • Developmental Psychology
    • Social Psychology

    Background:

    • Girls and women increasingly outperform boys and men academically.
    • Gender differences in motivation are hypothesized to underlie these achievement trends.

    Purpose of the Study:

    • To review and integrate research on gender differences in self-evaluation, self-regulation, and achievement goals.
    • To propose a framework of gendered motivational tendencies: 'to prove' versus 'to try and to improve'.

    Main Methods:

    • Literature review and integration of existing research.
    • Analysis of gendered motivational tendencies in academic contexts.
    • Discussion of developmental and socio-educational influences.

    Main Results:

    • Males tend to orient towards demonstrating and defending abilities ('to prove').
    • Females tend to focus on working hard and addressing deficiencies ('to try and to improve').
    • These tendencies are shaped by social, educational, and relational contexts.

    Conclusions:

    • Differential emphases on competition/self-promotion versus affiliation/consideration of others impact motivation.
    • Classroom environments can be optimized to foster motivation for all students, irrespective of gender.