Coeducational or single-sex school: Does it make a difference on high school girls' academic motivation?

Educational Studies

Volumn 34, Issue 2, 2008, Pages 129-144

  Chouinard, Roch ^a   Vezeau, Carole ^b   Bouffard, Thrse ^c  

^a UNIVERSITÉ DE MONTRÉAL   (Canada)

^b Collège de Lanaudière ^*  (Canada)

^c UNIVERSITÉ DU QUÉBEC À MONTRÉAL   (Canada)

Author keywords

Girls' motivation; Mathematics; School environment

Indexed keywords

EID: 42949113091     PISSN: 03055698     EISSN: 14653400     Source Type: Journal    
DOI: 10.1080/03055690701811180     Document Type: Article

References (69)

1. Ames, C. 1992. Achievement goals and the classroom climate. In Student perceptions in the classroom, ed. D.H. Schunk and IL. Meece, 327-348. Hillsdale, NJ: Lawrence Erlbaum.
2. Anderman, E.M., and C. Midgley. 1997. Changes in achievement goal orientation, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology 22: 269-98.
3. Arcnambault, J., and R. Chouinard. 2003. 2nd edition. Vers une gestion éducative de la classe [Towards an educational management of the class]. Boucherville, QC: Gaetan Morin.
4. Archer, J. 1994. Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology 19: 430-46.
5. Bandura, A. 1997. Self-efficacy: The exercise of control. New York: W. H. Freeman.
6. Bornholt, L., and J. Möller. 2003. Attributions about achievement and intentions about further study in social context. Social Psychology of Education 6: 217-31.
7. Bouffard, T., L. Boileau, and C. Vezeau. 2001. Students' transition from elementary to high school and changes of the relationship between motivation and academic performance. European Journal of Psychology of Education, 16: 589-604.
8. Bouffard, T., J. Boisvert, C. Vezeau, and C. Larouche. 1995. The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65, no. 3: 317-29.
9. Bouffard, T., M. Bouchard, I. Denoncourt, G. Goulet, and N. Couture. 2005. Influence of type of goals and self-efficacy on self-regulation on a problem solving task. International Journal of Psychology, 40: 373-84.
10. Bouffard, T., C. Vezeau, G. Romano, R. Chouinard, L. Bordeleau, and C. Filion. 1998. Élaboration et validation d'un instrument pour évaluer les buts des élèves en contexte scolaire [Elaboration and validation of an instrument to assess students' goals in a school setting]. Canadian Journal of Behavioral Science 30: 203-206.
11. Carpenter, P., and M. Hayden. 1987. Girls' academic achievements: Single-sex versus co-educational schools in Australia. Sociology of Education 60: 156-67.
12. Chouinard, R., and T. Karsenti. 2005. Commitment of high school students to mathematics: A question of expectancy, value and social support. Paper presented at the Biennial Meeting of the European Association of Research on Learning and Instruction, Nicosia, Cyprus, August.
13. Covington, M.V. 2000. Goal theory, motivation, and school achievement: An integrative review. Annual Review of 'Psychology 51: 171-200.
14. Dale, R.R. 1969. Mixed or single-sex schools? Vol. I. London: Routledge & Kegan Paul.
15. _. 1971. Mixed or single-sex schools? Vol. II. London: Routledge & Kegan Paul.
16. _. 1974. Mixed or single-sex schools? Vol. III. London: Routledge & Kegan Paul.
17. Daly, P. 1996. The effects of single-sex and co-educational secondary schooling on girls' achievement. Research Papers in Education 11: 289-306.
18. Denoncourt, I. 2005. Anticipations des élèves de sixième année envers le secondaire et changements motivationnels suite àla transition au secondaire [Anticipations of 6th graders towards high school and motivational changes following the transition to high school]. Unpublished doctoral dissertation, Université du Québec à Montréal.
19. Dollison, R. A. 1998. A comparison of the effects of single-sex and co-educational schooling arrangements on the self-esteem and mathematics achievement of adolescent females (Educational Resources Information Center. (ERIC ED422188;.
20. Eccles (Parsons), J.S., T.F. Adler, R. Futterman, S.B. Goff, C.M. Kaczala; and J.L. Meece. 1983.
21. Expectancies, values, and academic behaviours. In Achievement and achievement motivation, ed. J.T. Spence, 75-146. San Francisco, CA: W.H. Freeman.
22. Eccles, J.S., and E.J. Jacobs. 1986. Social forces shape math attitudes and performance. Journal of Women in Culture and Society, 11, no. 2: 367-80.
23. Eccles, J.S., A. Wigfield, C. Midgley, D. MacIver, and H. Feldlaufer. 1993. Negative effects of traditional middle schools on students' motivation, Elementary School Journal 93, no. 5: 553-74.
24. Eccles, J.S., A. Wigfield, and U. Schiefele. 1998. Motivation to succeed. In Handbook of Child Psychology. Vol. 3. 5th ed, ed. W. Damon and N. Eisenberg, 1017-95. New York: John Wiley.
25. Fennema, E., J. A. Sherman. 1976. Fennema-Sherman mathematics attitudes scales: instruments designed to measure attitudes toward the learning of mathematics by females and males. JASA: Catalog of Selected Documents in Psychology 6, no.: 31.
26. Field, A. 2005. Discovering statistics using SPSS. 2nd edn. London: Sage.
27. Fredricks, J.A., and J.S. Eccles. 2002. Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex typed domain. Developmental Psychology, 38 no. 4: 519-33.
28. Frenzel, A.C., R. Pekrun, T. Goetz, and R. von Hofe. 2005. Girls and mathematics-a hopeless issue? An analysis of girls' and boys' emotional experiences in mathematics. Paper presented at the Biennial Meeting of the European Association of Research on Learning and Instruction, Nicosia, Cyprus, August.
29. Gillibrand, E., Robinson, P., Brawn, R., and Osborn, A. 1999. Girls' participation in physics in single-sex classes in mixed schools in relation to confidence and achievement. International Journal of Science of Education 21: 349-62.
30. Good, T.L., and Brophy, J.E. 1995. Contemporary educational psycholog. 5th ed. White Plains, NY: Longman.
31. Grolnick, W.S., S.T. Gurland, K.F. Jacob, and W. Decourcey. 2002. The development of self-determination in middle childhood and adolescence. In Development of achievement motivation, ed. A. Wigfield and J. Eccles, 147-171. San Diego, CA: Academic Press
32. Grolnick, W.S., and R.M. Ryan. 1989. Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology 81, no. 2: 143-54.
33. Harackiewicz, J.M., P.E. Barron, P.R. Pintrich, A.J. Elliot, and T.M. Trash. 2002. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology 94, no. 3: 638-45.
34. Harker, R. 2000. Achievement, gender and the single-sex/coed debate. British Journal of Sociology of Education 21: 203-18.
35. Harter, S. 1982. The perceived competence scale for children. Child Development 53: 87-97.
36. Hoffman, L. 2002. Promoting girls' interest and achievement in physics classes for beginners. Learning and Instruction 12:447-65.
37. Jackson, C., and I.A. Smith. 2000. Poles apart? An exploration of single-sex and mixed-sex educational environments in Australia and England. Educational Studies 26: 409-422.
38. Jacobs, J.E., S. Lanza, D.W. Osgood, J.S. Eccles, and A. Wigfield. 2002. Changes in children's self-competence and values: Gender and domain across grades one through twelve. Child Development 72, no. 2: 509-27.
39. Lawrie, L., and R. Brown, 1992. Sex stereotypes, school subject preferences and career aspirations as a function of single/mixed-sex schooling and presence/absence of an opposite sibling. British Journal of Educational Psychology 62: 132-38.
40. Learner, D.G., and L.J. Kruger. 1997. Attachment, self-concept, and academic motivation in high school students. American Journal of Orthopsychiatry 67 no. 3: 485-92.
41. Leder, G.C. 1990. Gender differences in mathematics: An overview. In Mathematics and gender, ed. E. Fennema and G.C. Leder. New York. Teachers College Press.
42. Leder, G., and H.J. Forgasz. 2002. Two new instruments to probe attitudes about gender and mathematics. (ERIC Document Reproduction Service No. 463 312).
43. Lee, V.E., and A.S. Bryk. 1986. Effects of single-sex secondary schools on student achievement and attitudes. Journal of Educational Psychology 78: 381-95.
44. Lee, V.E., and M.E. Lockheed. 1990. The effects of single-sex schooling on student achievement and attitudes in Nigeria. Comparative Educational Review 34: 209-31.
45. Lee, V.E., H.M. Marks, and T. Byrd. 1994. Sexism in single-sex and co-educational independent secondary school classrooms. Sociology of Education 67: 92-120.
46. Lepore, P.C., and J.R. Warren. 1997. A comparison of single-sex and co-educational Catholic secondary schooling: Evidence from the National Educational Longitudinal Study of 1988. American Educational Research Journal 34: 485-511.
47. Linnenbrink, E.A., and P.R. Pintrich. 2002. Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist 37, no. 2: 69-78.
48. Ma, X., and F. Cartwright. 2003. A longitudinal analysis of gender differences in affective outcomes in mathematics during middle and high school. School Effectiveness and School Improvement 14, no. 4: 413-39.
49. Marsh, H.W. 1989. Effects of attending single-sex and co-educational high schools on achievement, attitudes, behaviors, and sex differences. Journal of Educational Psychology 81, no. 1: 70-85.
50. Meece, J.L., and K. Holt. 1993. A pattern analysis of students' achievement goals. Journal of Educational Psychology 85: 582-90.
51. Midgley, C., A. Raplan, and M. Middleton. 2001. Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology 93, no. 1: 77-86.
52. Pierrehumbert, B., F. Zazone, C. Kauer-Tchicaloff, and B. Plancherel. 1988. Image de soi et échec scolaire. Bulletin de Psychologie 384: 332-45.
53. Pintrich, P.R., and B. Schrauben. 1992. Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In Student perceptions in the classroom, ed. D.H. Schunk and J.L. Meece, 149-183. Hillsdale, NJ: Lawrence Erlbaum.
54. Raudenbush, S.W., and A.S. Bryk. 2002. Hierarchical linear models. Thousand Oaks, CA: Sage.
55. Singh, K., M., Granville, and S. Dika. 2002. Mathematics and science achievement: Effects of motivation, interest, and academic achievement. Journal of Educational Research 95, no. 6: 323-32.
56. Skaalvik, E.M. 1997. Self-enhancing and self-defeating ego orientations: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology 89, no. 1: 71-81.
57. Stipek, D.J. 1993. Motivation to learn: From theory to practice. Englewood Cliffs, NJ: Prentice-Hall.
58. Stolz, H.E. 2002. School and family contexts and adolescent academic achievement: A cross-national dominance analysis of achievement predictors. Paper presented at the Biennial Meeting of the Society for Research on Adolescence, New Orleans), April.
59. Strange, V., A. Oakley, and S. Forrest. 2003. Mixed-sex or single-sex education: How would young people like their sex education and why? Gender and Education 15: 201-14.
60. Taber, K.S. 1992. Girls' interactions with teachers in mixed physics classes: Results of classroom observation. International Journal of Science Education 14: 163-80.
61. Vallerand, R.J., M.S. Fortier, and F. Guay. 1997. Self-determination and persistence in real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology 72, no. 5: 1161-76.
62. Vallerand, R.J., and G. Reid. 1990. Motivation and special populations: Theory, research, and implications regarding motor behaviour. Problems in Movement Control, ed. G. Reid. Amsterdam: North-Holland/ Elsevier Science Publishers.
63. Vallerand, R.J., and E.E. Thill. 1993. introduction à la psychologie de la motivation. Montréal: Editions Etudes Vivantes.
64. Vezeau, C., T. Bouffard, and R. Chouinard, 2000. The impact of single-sex versus educational school environment on girls' general attitudes, self-perceptions and performance in mathematics. Journal of Research and Development in Education 34: 49-59.
65. Vezeau, C., R. Chouinard, T. Bouffard, and N. Couture. 1998. Adaptation et validation des échelles de Fennema-Sherman sur les attitudes en mathématiques chez des garçons et des filles du secondaire. Revue canadienne des sciences du comportement 30: 137-40.
66. Watson, C.M., T. Quatman, and E. Edler. 2002. Career aspirations of adolescent girls: Effects of achievement level, grade, and single-sex school environment. Sex Roles 46: 323-35.
67. Watt, H.M.G. 2004. Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th through 11th-grade Autralian students. Child Development 75, no. 5: 1556-74.
68. Wigfield, A., and J.S. Eccles. 1992. The development of achievement task values: A theorical analysis. Developmental Review 12 no. 1: 265-310.
69. Wolters, C.A., S.L. Yu, and P.R. Pintrich, 1996. The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences 8:211-38.