Patterns of Gender and Disciplinary Disparities among Postgraduate Students' Motivational Beliefs: A Multivariate Analysis

Autor/inn/en	Nausheen, Munaza; Richardson, Paul William; Alvi, Effat
Titel	Patterns of Gender and Disciplinary Disparities among Postgraduate Students' Motivational Beliefs: A Multivariate Analysis
Quelle	In: Bulletin of Education and Research, 41 (2019) 1, S.203-220 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Gender Differences; Intellectual Disciplines; Graduate Students; Beliefs; Student Motivation; Public Colleges; Universities; Foreign Countries; Learning Strategies; Questionnaires; Value Judgment; Majors (Students); Student Educational Objectives; Study; Scheduling; Scores; College Admission; Academic Achievement; Goal Orientation; Test Anxiety; Self Efficacy; Pakistan; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Geisteswissenschaften; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Belief; Glaube; Schulische Motivation; University; Universität; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Werturteil; Studies; Studium; Disposition; Hochschulzugang; Hochschulzulassung; Zulassung; Schulleistung; Zielorientierung; Zielvorstellung; Examination phobia; Testangst; Prüfungsangst; Self-efficacy; Selbstwirksamkeit
Abstract	While most of the research on gender and subject level differences has been conducted with same group of students studying different subjects, these differences have been comparatively less examined at college/ university level among postgraduate students enrolled in different study domains. This paper presents the results of the multivariate analysis of covariance of motivation beliefs of the 368 postgraduate students in five different subject areas at a public university in Lahore Pakistan. A Questionnaire was developed by adapting scales from Motivated Strategies for Learning Questionnaire (MSLQ), to measure the motivational beliefs of students. The results of the study indicated that males and females have different levels of motivational beliefs with females being more test anxious and extrinsically motivated than males. These beliefs also varied across different disciplines of study and significant department wise differences were revealed in the motivational components of task value and test anxiety. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01