Explaining our findings Sample Clauses

Explaining our findings. As predicted, we did find main gender effects. Experiment one and three showed a main gender effect on intrinsic motivation for language tasks, with girls enjoying the unfamiliar task more than boys. Field experiment two showed that girls outperformed boys when working on a familiar language task. This aligns with findings reported by other researchers that girls in general enjoy language tasks more than boys and that girls perform better on these tasks (e.g., Xxxx & XxXxxxx- Xxxxx, 2006; Xxxxxxx, 1999; Xxxxx, 2001). In contrast to the findings reported by other researchers, this study clearly showed that providing extrinsic motivational information can have positive effects on intrinsic motivation. In accordance with our hypothesis, we found that boys and girls differ with respect to their response to motivational information. In pre- vocational education, boys who were provided with extrinsic motivational information, enjoyed the unfamiliar task more than boys who were not provided with motivational information. Although the increased intrinsic motivation was still below the scale average, this suggests that emphasizing social comparisons and showing off a good performance may increase the challenge and fun in doing unfamiliar tasks for boys. Other researchers already questioned the alleged negative effect of incentives, emphasizing that incentives may even increase intrinsic motivation (Xxxxxxx-Xxxxxxxxx & Xxx xxx Xxxxx, 2008). We believe that in general, boys have a higher preference to engage in competitive play (e.g., computer games) than girls do (Xxxxxx & Xxxxxx, 2003). Former research in a vocational training context revealed that boys have a higher preference for superiority goals than girls and that girls score higher on mastery and belongingness goals (Xxxxxxxxx & Hijzen, 2006). The present study confirmed that boys in a pre-vocational secondary education context score higher on superiority goals than girls, but did not confirm the results with regard to mastery goals. However, gender differences in goal preferences were apparent during observations in the classroom. We did not retrieve the interaction effect of motivational information with gender on intrinsic motivation within the familiar task context. During experiment two, we used a similar language task so students knew what kind of task they had to work on. This may have influenced their motivation, and probably indicates that boys have a preference for engaging in new and competitive ta...
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