Citations of this article
Mendeley users who have this article in their library.
Get full text


We explore the impact of student gender, teacher gender, and their interaction on academic motivation and engagement for 964 junior and middle high school students. According to the gender-stereotypic model, boys fare better academically in classes taught by males and girls fare better in classes taught by females. The gender-invariant model suggests that the academic motivation and engagement of boys and girls is the same for men and women teachers. We also examine the relative contribution of student-, class-, and school-level factors, finding that most variation was at the individual student level. Of the statistically significant main effects for gender, most favoured girls. In support of the gender-invariant model, academic motivation and engagement does not significantly vary as a function of their teacher's gender, and in terms of academic motivation and engagement, boys do not fare any better with male teachers than female teachers. [ABSTRACT FROM AUTHOR]; Copyright of Australian Journal of Education is the property of ACER Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)




Martin, A., & Marsh, H. (2005). Motivating boys and motivating girls: Does teacher gender really make a difference? Australian Journal of Education, 49(3), 320–334. https://doi.org/10.1177/000494410504900308

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free