Differences In Motivation And Actual Participation Due To Gender Typing Pdf

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The purpose was to explore the exercise behavior of the Taiwanese population during leisure time and to examine the gender differences in related influential factors. Participants were drawn from the Taiwanese population aged over 18 years old. Multinomial logistic regression models were used to test the association between the frequency of exercise and related factors in all the participants, male, and female participants, respectively.

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Gender roles are the patterns of behaviors, attitudes, and expectations associated with a particular sex—with being either male or female. For clarity, psychologists sometimes distinguish gender differences , which are related to social roles, from sex differences , which are related only to physiology and anatomy. Using this terminology, gender matters in teaching more than sex in spite of any jokes told about the latter! Although there are many exceptions, boys and girls do differ on average in ways that parallel conventional gender stereotypes and that affect how the sexes behave at school and in class. The differences have to do with physical behaviors, styles of social interaction, academic motivations, behaviors, and choices. They have a variety of sources—primarily parents, peers, and the media. Teachers are certainly not the primary cause of gender role differences, but sometimes teachers influence them by their responses to and choices made on behalf of students.

In the frame of the current study, a convenience sampling strategy was utilized. Data were gathered with an instrument composing of three sections; a demographic information part, a self-report instrument for measuring physical activity, and Physical Activity and Leisure Motivation Scale PALMS. Physical condition was found to be the most important participation motive, On the other hand, others expectations motive was the least important physical activity participation motive for Turkish college students. When physical activity participation motivations were compared with regard to gender, there was not any significant difference except for the appearance motivation. Females rated appearance motive lower than males for engaging in physical activity. However, significant sport type and level of physical activity differences were found.

Participation Motivation and Student’s Physical Activity among Sport Students in Three Countries

The main aim of this study was to examine the differences in motivation to participate in sport activities among sports students from three different countries. On a sample of sports students from Slovenia, Croatia and Germany we studied what motivates an interest in being sports active. The sample was stratified across the choice to attend table tennis lessons at all three institutions and all students have completed the Participation Motivation Questionnaire PMQ. We also found significant sex differences in motivation to participate in sport activities for all sports students from the three different countries. We did not find relevant age-based differences among the students, and this is the only initial hypothesis that we can reject. The potential implications of the result can be in better understanding the relationship between different motivational orientations - in particular, extrinsic motivation - and sport motivation among school-aged individuals. In the context of Self Determination Theory, students can be encouraged in developing more autonomous orientations for sport activity, rather than controlled and impersonal, especially in certain countries.


Sport participation: differences in motivation and actual participation due to gender typing. Author(s): Koivula, N. Author Affiliation: Department of Psychology.


The purpose of this study was to examine the role of gender, sports participation, and gender orientation in predicting individuals' domain-specific and global self-esteem. A sample of Grade 11 students completed measures of self-perception, body image, gender orientation, and sports participation. The results showed that although boys reported greater satisfaction with weight and appearance, there were no gender differences in general self-worth. In addition, more feminine individuals who participated in competitive sports reported lower levels of perceived athletic competence and global self-worth, but reported higher self-esteem when they participated in more noncompetitive sports. Although sports participation does predict self-esteem, participants' gender orientation and the type of sports in which they participate are moderating factors.

Using data from a large-scale field experiment, we show that while there is no gender difference in willingness to make risky decisions on behalf of a group in a sample of children, a large gap emerges in a sample of adolescents. It is well documented that women occupy top executive positions in politics and industry much less frequently than men.

Study 1 indicated that explicit gender stereotypes are still attached to sport activities, with little variations according to personal characteristics but with a strong association with actual feminization rates. In Study 2, which focused on implicit stereotypes, we observed a slower identification of male names when participants were primed with feminine sport activities. In Study 3, neutral silhouettes were more frequently categorized as women following a feminine sport, but as men following a masculine sport. Our research suggests that sport activities are still gendered, both at the explicit and implicit levels, which may lead individuals to adjust their own participation even outside their consciousness. This is a preview of subscription content, access via your institution. Rent this article via DeepDyve.

Metrics details. Nine hundred ninety-five students Based on the diary five binary indicators of physical activity were derived reflecting recommended levels of MVPA on a minimum of 3 days, at least three sessions of non-organized physical activity e.

The purpose of this study was to examine the role of gender, sports participation, and gender orientation in predicting individuals' domain-specific and global self-esteem. A sample of Grade 11 students completed measures of self-perception, body image, gender orientation, and sports participation. The results showed that although boys reported greater satisfaction with weight and appearance, there were no gender differences in general self-worth. In addition, more feminine individuals who participated in competitive sports reported lower levels of perceived athletic competence and global self-worth, but reported higher self-esteem when they participated in more noncompetitive sports. Although sports participation does predict self-esteem, participants' gender orientation and the type of sports in which they participate are moderating factors.


The scale measures the different forms of motivation towards sport participation. in motivation and actual participation due to gender typing.


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Language, Cognition and Gender View all 9 Articles. According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to learn to read while girls' motivation was unrelated to teachers' gender role attitude.

 Не хочешь составить мне компанию. У меня на столе пирог с сыром. - Хотела бы, Джабба, но я должна следить за своей талией. - Ну да? - Он хмыкнул.  - Давай я тебе помогу. - Ах ты, пакостник.

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