Female student teachers score significantly higher on performance goal orientation than male students, with no gender differences on the other dimensions¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q2 i? A significant difference in performance goal orientation was found in favour of females (F=5,76, p=,01); entity, incremental and learning goal orientation showed no significant gender differences. → Beyaztaş 2017

Evidence¶

Beyaztaş 2017¶

Beyaztaş, D. İ., Kaptı, S. B., & Hymer, B. (2017). The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation. Universal Journal of Educational Research 5(9): 1519-1528. https://doi.org/10.13189/ujer.2017.050909

q2 · i? · associational · r2

MANOVA by gender (831 female, 578 male). Table 9 shows PGO F=5,76, p=,01, while entity (p=,23), incremental (p=,43) and LGO (p=,14) were not significant. The authors suggest gender stereotype in traditional Turkish culture as a possible factor.

"When the performance goal orientation scores were taken into account, a significant difference was found in favour of females."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Incremental theory and performance goal orientation differ across university departments, but entity and learning goal orientation do not — related
• Gender effects on self-regulated learning are mediated by culture, discipline, and age, with mixed direction across samples — related
• Entity theory correlates positively with performance goal orientation and incremental theory with learning goal orientation among student teachers — related
• Female physical education teachers endorse progressivism and existentialist education more, and male teachers endorse perennialism and essentialism more, with no significant gender difference for reconstructivism — related
• Turkish student teachers score higher on entity theory than incremental theory and on performance goal orientation than learning goal orientation — related
• Male students are significantly more work-avoidant than female students in the project-based course, with no gender differences on the other measures — related
• Female elementary students rated their teacher more positively over time than male students — related
• After gamified security training, female students gave more positive confidence and format-preference ratings than male students (descriptive survey percentages, no inferential test) — related
• No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students — related
• No gender differences in writing self-efficacy were found in any included postsecondary study — related
• Male students report significantly higher overall technological self-efficacy than female students (p = 0.001) — reports the opposite
• Female students reported significantly lower initial self-efficacy for quantitative biology problems than male students, with small effect sizes — reports the opposite