Students’ motivation in biology lessons—can student autonomy reduce the gender gap?

Abstract When it comes to biology lessons in Germany, girls generally exhibit higher levels of self-determined motivation than boys. Previous research suggests that fostering student autonomy could be a way effectively address this gender gap. To investigate gender-related effects education, sample 303 sixth-grade students ( M age = 11.31 years, SD 0.58 years) participated 3-h teaching unit on harvest mice was taught either an autonomy-supportive or controlling manner. The results revealed significant effect the treatment motivation, with being stronger for In behavior, differences became apparent. contrast, gap mainly smaller behavior. Thus, suggest satisfying need appears effective means help bridge lessons.