Gender differences in reading achievement and enjoyment of reading: The role of perceived teaching quality

Journal of Educational Research

Volumn 111, Issue 3, 2018, Pages 268-283

  Hochweber, Jan ^a,b   Vieluf, Svenja ^b  

^a University of Teacher Education StGallen   (Switzerland)

^b GERMAN INSTITUTE FOR INTERNATIONAL EDUCATIONAL RESEARCH   (Germany)

Author keywords

Enjoyment of reading; gender differences; reading achievement, reading motivation; teaching quality

Indexed keywords

EID: 85002496928     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220671.2016.1253536     Document Type: Article

References (99)

1. Aleamoni, L. M., (1999). Student rating myths versus research facts from 1924 to 1998. Journal of Personnel Evaluation in Education, 13, 153–166.
2. Alloway, N., Freebody, P., Gilbert, P., & Muspratt, S., (2002). Boys, literacy and schooling: Expanding the repertoires of practice. Canberra, Australia: Commonwealth Department of Education, Science & Training. Retrieved from http://eprints.jcu.edu.au/637/1/BoysLiteracySchooling.pdf
3. Asparouhov, T., & Muthén, B. O., (2010). Multipleimputationwith Mplus. Retrieved from http://www.statmodel.com/download/Imputations7.pdf
4. Bank, B. J., Biddle, B. J., & Good, T. L., (1980). Sex roles, classroom instruction, and reading achievement. Journal of Educational Psychology, 72, 119–132.
5. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & Tsai, Y. M., (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133–180.
6. Benton, S. L., & Cashin, W. E., (2012). Student ratings of teaching: A summary of research and literature (IDEA Paper No. 50). Manhattan, KS: IDEA Center.
7. Briggs, D. C., & Wilson, M., (2003). An introduction to multidimensional measurement using Rasch models. Journal of Applied Measurement, 4, 87–100.
8. Brown, A. L., (1994). The advancement of learning. Educational Researcher, 23(8), 4–12.
9. Buchmann, C., DiPrete, T. A., & McDaniel, A., (2008). Gender inequalities in education. Annual Review of Sociology, 34, 319–337.
10. Burbules, N. C., & Linn, M. C., (1988). Response to contradiction: Scientific reasoning during adolescence. Journal of Educational Psychology, 80, 67–75.
11. Cadima, J., Leal, T., & Burchinal, M., (2010). The quality of teacher-student interactions: Associations with first graders’ academic and behavioral outcomes. Journal of School Psychology, 48, 457–482.
12. Chambers, S. K., & Andre, T., (1997). Gender, prior knowledge, interest, and experience in electricity and conceptual change text manipulations in learning about direct current. Journal of Research in Science Teaching, 34, 107–123.
13. Coles, M., & Hall, C., (2002). Gendered readings: Learning from children's reading choices. Journal of Research in Reading, 25, 96–108.
14. Cresswell, J., Rowe, K., & Withers, G., (2002). Boys in school and society. Camberwell, Australia: Australian Council for Educational Research. Retrieved from http://research.acer.edu.au/cgi/viewcontent.cgi?article=1000&context=boys_edu
15. Curby, T. W., LoCasale-Crouch, J., Konold, T. R., Pianta, R. C., Howes, C., Burchinal, M., & Barbarin, O., (2009a). The relations of observed pre-k classroom quality profiles to children's achievement and social competence. Early Education & Development, 20, 346–372.
16. Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C., (2009b). Teacher-child interactions and children's achievement trajectories across kindergarten and first grade. Journal of Educational Psychology, 101, 912–925.
17. Dar, Y., & Resh, N., (1997). Separating and mixing students for learning: Concepts and research. In R., Ben-Ari & Y., Rich (Eds.), Enhancing education in heterogeneous schools (pp. 191–213). Ramat-Gan, Israel: Bar-Ilan University Press.
18. De Jong, R., & Westerhof, K. J., (2001). The quality of student ratings of teacher behaviour. Learning Environments Research, 4, 51–85.
19. Deci, E. L., Ryan, R. M., & Williams, G. C., (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165–183.
20. Decristan, J., Klieme, E., Kunter, M., Hochweber, J., Büttner, G., Fauth, B., & Hardy, I., (2015). Embedded formative assessment and classroom process quality: How do they interact in promoting science understanding? American Educational Research Journal, 52, 1133–59.
21. DESI-Konsortium. (Ed.). (2008). Unterricht und Kompetenzerwerb in Deutsch und Englisch: Ergebnisse der DESI-Studie [Learning and instruction of German and English. Results of the DESI study]. Weinheim, Germany: Beltz.
22. Durik, A. M., Vida, M., & Eccles, J. S., (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98, 382–393.
23. Eccles, J. S., Jacobs, J. E., & Harold, R., (1990). Gender role stereotypes, expectancy effects, and parents’ socialization of gender differences. Journal of Social Issues, 46, 183–201.
24. Eccles, J. S., Wigfield, A., Harold, R., & Blumenfeld, P. B., (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830–847.
25. Emmer, E. T., & Stough, L. M., (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103–112.
26. Fan, W., (2011). Social influences, school motivation and gender differences: An application of the expectancy-value theory. Educational Psychology, 31, 157–175.
27. Furrer, C., & Skinner, E., (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148–162.
28. Ganzeboom, H. B. G., de Graaf, P. M., Treiman, D. J., & de Leeuw, J., (1992). A standard international socio-economic index of occupational status. Social Science Research, 21, 1–56.
29. Gates, A. I., (1961). Sex differences in reading ability. Elementary School Journal, 61, 431–434. Retrieved from http://www.jstor.org/stable/999823
30. Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay-Chambers, J., (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45, 922–939.
31. Goodenow, C., (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21–43.
32. Graham, J. W., Olchowski, A. E., & Gilreath, T. D., (2007). How many imputations are really needed? Some practical clarifications of multiple imputation theory. Prevention Science, 8, 206–213.
33. Guthrie, J. T., & Wigfield, A., (2000). Engagement and motivation in reading. In M. L., Kamil, P. B., Mosenthal, P. D., Pearson, & R., Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403–422). Mahwah, NJ: Erlbaum.
34. Hamre, B. K., & Pianta, R. C., (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625–638.
35. Hill, J. P., & Lynch, M. E., (1983). The intensification of gender-related role expectations during early adolescence. In J., Brooks-Gunn & A., Petersen (Eds.), Girls at puberty: Biological and psychosocial perspectives (pp. 201–228). New York, NY: Plenum.
36. Hochweber, J., Steinert, B., & Klieme, E., (2012). Lehrerkooperation, Unterrichtsqualität und Lernergebnisse im Fach Englisch [The impact of teacher cooperation and instructional quality on learning in English as a foreign language]. Unterrichtswissenschaft, 40, 351–370.
37. Howes, C., Burchinal, M., Pianta, R. C., Bryant, D., Early, D., Clifford, R., & Barbarin, O., (2008). Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23, 27–50.
38. Hox, J. J., (2010). Multilevel analysis: Techniques and applications. New York, NY: Routledge.
39. International Labour Office. (1990). ISCO-88: International Standard Classification of Occupations. Geneva, Switzerland: ILO.
40. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A., (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527.
41. Johnson, W., McGue, M., & Iacono, W. G., (2005). Disruptive behavior and school grades: Genetic and environmental relations in 11-year-olds. Journal of Educational Psychology, 97, 391–405.
42. Klieme, E., Lipowsky, F., Rakoczy, K., & Ratzka, N., (2006). Qualitätsdimensionen und Wirksamkeit von Mathematikunterricht. Theoretische Grundlagen und ausgewählte Ergebnisse des Projekts “Pythagoras” [Quality dimensions and effectiveness of mathematics instruction. Theoretical background and selected findings of the Pythagoras project]. In M., Prenzel & L., Allolio-Näcke (Eds.), Untersuchungen zur Bildungsqualität von Schule (pp. 127–146). Münster, Germany: Waxmann.
43. Klieme, E., Pauli, C., & Reusser, K., (2009). The Pythagoras study. In T., Janik & T., Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 137–160). Münster, Germany: Waxmann.
44. Klieme, E., Schümer, G., & Knoll, S., (2001). Mathematikunterricht in der Sekundarstufe I: Aufgabenkultur und Unterrichtsgestaltung [Mathematics instruction at lower secondary level. Task culture and instructional design]. In Bundesministerium für Bildung und Forschung (Ed.), TIMSS–Impulse für Schule und Unterricht. Forschungsbefunde, Reforminitiativen, Praxisberichte und Video-Dokumente (pp. 43–57). Berlin, Germany: BMBF.
45. Kunter, M., & Baumert, J., (2006). Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research, 9, 231–251.
46. Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A., (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105, 805–820.
47. LePore, P. C., & Warren, J. R., (1997). A comparison of single-sex and coeducational catholic secondary schooling: Evidence from the National Educational Longitudinal Study of 1988. American Educational Research Journal, 34, 485–511.
48. Lietz, P., (2006). A meta-analysis of gender differences in reading achievement at the secondary school level. Studies in Educational Evaluation, 32, 317–344.
49. Lipowsky, F., Rakoczy, K., Pauli, C., Drollinger-Vetter, B., Klieme, E., & Reusser, K., (2009). Quality of geometry instruction and its short-term impact on students’ understanding of the Pythagorean Theorem. Learning and Instruction, 19, 527–537.
50. Lüdtke, O., Robitzsch, A., Trautwein, U., & Kunter, M., (2009). Assessing the impact of learning environments: How to use student ratings of classroom and school characteristics in multilevel modeling. Contemporary Educational Psychology, 34, 120–131.
51. Marinak, B., & Gambrell, L., (2010). Reading motivation: Exploring the elementary gender gap. Literacy Research and Instruction, 49, 129–141.
52. Marsh, H. W., Ginns, P., Morin, A. J. S., Nagengast, B., & Martin, A. J., (2011). Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ). Journal of Educational Psychology, 103, 733–748.
53. Marsh, H. W., Martin, A. J., & Cheng, J. H. S., (2008). A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? Journal of Educational Psychology, 100, 78–95.
54. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O., Bryant, D., & Early, D. M., (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79, 732–749.
55. Masters, G. N., & Forster, M., (1997). Mapping literacy achievement. Results of the 1996 National School Literacy Survey. Canberra, Australia: Department of Employment, Education, Training and Youth Affairs.
56. Mayer, R. E., (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14–19.
57. McGeown, S., Goodwin, H., Henderson, N., & Wright, P., (2012). Gender differences in reading motivation: Does sex or gender identity provide a better account? Journal of Research in Reading, 35, 328–336.
58. McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P., (2012). Reading attitudes of middle school students: Results of a U.S. survey. Reading Research Quarterly, 47, 283–306.
59. Millard, M., (1997). Differently literate: Gender identity and the construction of the developing reader. Gender and Education, 9, 31–48.
60. Miller, J. W., & McKenna, M. C., (2016). World literacy: How countries rank and why it matters. New York, NY: Routledge.
61. Möller, K., Jonen, A., Hardy, I., & Stern, E., (2002). Die Förderung von naturwissenschaftlichem Verständnis bei Grundschulkindern durch Strukturierung der Lernumgebung [Fostering the science understanding of primary school students by structuring the learning environment]. Zeitschrift für Pädagogik, Beiheft, 45, 176–191.
62. Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T., (2012). PIRLS 2011 international results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
63. Muthén, L. K., & Muthén, B. O., (2012). Mplus User's Guide. Seventh Edition. Los Angeles, CA: Muthén & Muthén.
64. National Institute of Child Health and Human Development Early Child Care Research Network (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. Elementary School Journal, 102, 367–387.
65. Newkirk, T., (2000). Misreading masculinity: Speculations on the great gender gap in writing. Language Arts, 77, 294–300.
66. Organization for Economic Cooperation and Development. (2009). PISA 2006 technical report. Paris, France: OECD.
67. Organization for Economic Cooperation and Development. (2014). PISA 2012 results: What students know and can do–student performance in mathematics, reading and science (Volume I, revised edition, February 2014). Paris, France: OECD.
68. Pauley, F. R., (1951). Sex differences and legal school entrance age. The Journal of Educational Research, 45, 1–9. Retrieved from http://www.jstor.org/stable/27529330
69. Pauli, C., Drollinger-Vetter, B., Hugener, I., & Lipowsky F., (2008). Kognitive Aktivierung im Mathematikunterricht [Cognitive activation and mathematics instruction]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 22, 127–133.
70. Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J., (2008). Classroom effects on children's achievement trajectories in elementary school. American Educational Research Journal, 45, 365–397.
71. Pianta, R. C., & Hamre, B. K., (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109–119.
72. Pianta, R. C., La Paro, K., & Hamre, B. K., (2008). Classroom Assessment Scoring System (CLASS). Baltimore: Paul H. Brookes.
73. Rakoczy, K., (2006). Motivationsunterstützung im Mathematikunterricht [Motivational support in mathematics instruction]. Zeitschrift für Pädagogik, 52, 822–843.
74. Räty, H., Kasanen, K., & Kärkkäinen, R., (2006). School subjects as social categorizations. Social Psychology of Education, 9, 5–25.
75. Raudenbush, S. W., & Bryk, A. S., (2002). Hierarchical linear models: Applications and data analysis methods. Newbury Park, CA: Sage.
76. Reeve, J., (2002). Self-determination theory applied to educational settings. In E., Deci & R. M., Ryan (Eds.), Handbook of self-determination research (pp. 183–203). Rochester, NY: The University of Rochester Press.
77. Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P., (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104, 700–712.
78. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L., (2009). The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45, 958–972.
79. Rjosk, C., Richter, D., Hochweber, J., Lüdtke, O., Klieme, E., & Stanat P., (2014). Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality. Learning and Instruction, 32, 63–72.
80. Rjosk, C., Richter, D., Hochweber, J., Lüdtke, O., & Stanat, P., (2015). Classroom composition and language minority students’ motivation in language lessons. Journal of Educational Psychology, 107, 1171–85.
81. Robinson, J. P., & Lubienski, S. T., (2011). The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings. American Educational Research Journal, 48, 268–302.
82. Rosenshine, B., & Furst, N., (1971). Research on teacher performance criteria. In B. O., Smith (Ed.), Research in teacher education. Englewood Cliffs, NJ: Prentice-Hall.
83. Sainsbury, S., & Schagen, I., (2004). Attitudes to reading at ages nine and eleven. Journal of Research in Reading, 27, 373–386.
84. Schafer, J. L., & Graham, J. W., (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147–177.
85. Silinskas, G., Parrila, R., Lerkkanen, M. K., Poikkeus, A. M., Niemi, P., & Nurmi, J. E., (2010). Mothers’ reading-related activities at home and learning to read during kindergarten. European Journal of Psychology of Education, 25, 243–264.
86. Snow, R. E., & Lohman, D. F., (1984). Toward a theory of cognitive aptitude for learning from instruction. Journal of Educational Psychology, 76, 347–376.
87. Stanat, P., & Kunter, M., (2002). Geschlechterspezifische Leistungsunterschiede bei Fünfzehnjährigen im internationalen Vergleich [An international comparison of gender-specific differences in achievement of 15-year-olds]. Zeitschrift für Erziehungswissenschaft, 5, 28–48.
88. Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C., (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39, 97–110.
89. Steinert, B., Hartig, J., & Klieme, E., (2008). Institutionelle Bedingungen der Sprachkompetenzen [Institutional prerequisites of language competencies]. In DESI-Konsortium (Ed.), Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie (pp. 411–450). Weinheim, Germany: Beltz.
90. Steyer, R., Partchev, I., & Shanahan, M. J., (2000). Modeling true intraindividual change in structural equation models: The case of poverty and children's psychosocial adjustment. In T. D., Little, J., Baumert, & K. U., Schnabel (Eds.), Modeling longitudinal and multilevel data (pp. 109–126). Mahwah, NJ: Erlbaum.
91. Swalander, L., & Taube, K., (2007). Influences of family-based prerequisites, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32, 206–230.
92. Thorndike, R. L., & Hagen, E., (1993). The Cognitive Abilities Test: Form 5. Itasca, IL: Riverside.
93. Van Buuren, S., (2010). Multiple imputation of multilevel data. In J. J., Hox & J. K., Roberts (Eds.), Handbook of advanced multilevel analysis (pp. 173–196). New York, NY: Routledge.
94. Van de Gaer, E., Pustjens, H., Van Damme, J., & De Munter, A., (2006). The gender gap in language achievement: The role of school-related attitudes of class groups. Sex Roles, 55, 397–408.
95. Veenman, M. V. J., & Elshout, J. J., (1995). Differential effects of instructional support on learning in simulation environments. Instructional Science, 22, 363–383.
96. Von Secker, C. E., & Lissitz, R. W., (1999). Estimating the impact of instructional practices on student achievement in science. Journal of Research in Science Teaching, 36, 1110–26.
97. Weinert, F. E., & Helmke, A., (1995). Learning from wise Mother Nature or Big Brother Instructor: The wrong choice as seen from an educational perspective. Educational Psychologist, 30, 135–142.
98. White, B. Y., & Frederiksen, J. R., (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 3–118.
99. Zimmerman, B. J., & Martinez-Pons, M., (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51–59.