Michael Becker|Nele McElvany
The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour
Leibniz Institute for Science and Mathematics Education|TU Dortmund University
background researchers often report discuss gender differences however recent research drawn attention interaction effects gender social categories aims study analysed development disparities students readingrelated selfconcept intrinsic motivation behaviour relate differences gender socioeconomic family background drawing expectancyvalue theory regarded readingrelated selfconcept motivation behaviour key explaining growing differences boys girls adolescence specifically focused interaction gender socioeconomic background children discussed context moderating gender differences context readingrelated attitudes behaviour sample investigation based longitudinal sample n 717 german students third sixth grades method used questionnaire data students parents compare students development across time applied multigroup latent growth curve models results found evidence increasing gender differences also moderated socioeconomic status ses parents gender gap either already existed intrinsic motivation reading behaviour intensified reading selfconcept reading behaviour third sixth grades interaction gender ses seemed particularly important reading selfconcept gender gap growing less substantially higher ses children moreover pattern persisted reading selfconcept even controlling achievement differences conclusions results provide evidence gender social background interaction two relevant development domain reading even young children