The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour
The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour
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DOI：
10.1111/bjep.12199
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发表时间：
2018-12-01
影响因子：
3.7
通讯作者：
McElvany, Nele
中科院分区：
文献类型：
--
作者：
Becker, Michael;McElvany, Nele
背景与目的
研究人员经常报告和讨论性别差异。然而，近期的研究已关注到性别与其他社会类别之间的交互作用。本研究分析了学生在阅读相关的自我概念、内在动机和行为方面差异的发展，因为这些方面与性别和社会经济家庭背景的差异有关。依据期望 - 价值理论，我们将阅读相关的自我概念、动机和行为视为解释青春期男孩和女孩之间日益增长的差异的关键。具体而言，我们聚焦于儿童的性别和社会经济背景之间的交互作用，这种交互作用在调节性别差异的背景下已有讨论，但在阅读相关态度和行为的背景下尚未涉及。
样本与方法
这项调查基于一个包含717名德国三至六年级学生的纵向样本。我们使用了来自学生和家长的问卷调查数据。为了比较学生随时间的发展情况，我们应用了多组潜增长曲线模型。
结果与结论
我们发现了性别差异增大的证据，这种差异也受到父母社会经济地位（SES）的调节：在三至六年级之间，性别差距要么已经存在（内在动机和阅读行为），要么加剧（阅读自我概念和阅读行为）。性别与SES的交互作用对于阅读自我概念似乎尤为重要，对于社会经济地位较高的儿童，性别差距增长幅度较小。此外，即使在控制成绩差异的情况下，这种模式在阅读自我概念方面仍然存在。研究结果证明，性别、社会背景以及两者的交互作用与阅读领域的发展相关，即使是在幼儿中也是如此。
Background Aims Researchers often report and discuss gender differences. However, recent research has drawn attention to interaction effects between gender and other social categories. This study analysed the development of disparities in students' reading-related self-concept, intrinsic motivation, and behaviour, as they relate to differences in gender and socio-economic family background. Drawing on expectancy-value theory, we regarded reading-related self-concept, motivation, and behaviour as key to explaining the growing differences between boys and girls in adolescence. Specifically, we focused on the interaction between gender and socio-economic background in children, which has been discussed in the context of moderating gender differences but not in the context of reading-related attitudes and behaviour. Sample Method The investigation is based on a longitudinal sample of N = 717 German students between third and sixth grades. We used questionnaire data from both students and parents. To compare students' development across time, we applied multigroup latent growth curve models. Results Conclusions We found evidence of increasing gender differences, which were also moderated by the socio-economic status (SES) of parents: a gender gap either already existed (intrinsic motivation and reading behaviour) or intensified (reading self-concept and reading behaviour) between third and sixth grades. The interaction of gender and SES seemed particularly important for reading self-concept, with the gender gap growing less substantially for higher-SES children. Moreover, this pattern persisted for reading self-concept, even when controlling for achievement differences. The results provide evidence that gender, social background, and the interaction of the two are relevant for development in the domain of reading, even in young children.