Camino Real Award The Camino Real Award was introduced in 2012, coinciding with the 25th anniversary of the establishment of the Institute (1987), to recognize the professional work of Spaniards who prominently and exemplary project and enhance the positive image of Spain in the United States. Read more >
Spanish Migration to the United States, 1880-1940 The main objective of this project is to study the Spanish migration to the United States between 1880 and 1940 from the exploitation of the microdata from the United States censuses carried out between these dates. This data has recently been digitalized and harmonized by the University of Minnesota. Read More >
Francisco Sáez de Adana, nuevo director del Instituto Franklin-UAH En las elecciones celebradas el pasado jueves 25 de abril de 2019, el Consejo Académico del Instituto Franklin-UAH eligió por unanimidad al Dr. Francisco Sáez de Adana Herrero, catedrático del Departamento de Ciencias de la Computación de la Universidad de Alcalá, como nuevo director del Instituto Franklin-UAH. Leer más >

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Instituto Franklin > Libros > Gender Influence on Adolescent Achievement Motives

Gender Influence on Adolescent Achievement Motives - 15,00

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Gender Influence on Adolescent Achievement Motives


Marissa Toomey graduated from Cornell University’s College of Agriculture and Life Science in 2009 with a Bachelors of Science in Development Sociology. As an undergraduate, she became interested in issues surrounding changing communities, immigration, social development and policy, as well as gender issues. While studying her Masters in Teaching at Instituto Franklin-UAH, from 2016 to 2017, she rekindled this interest in gender dynamics and their relationship to pedagogy. Marissa Toomey is currently pursuing a career as a high school teacher, with hopes to work in bilingual English classrooms both in Spain and the United States.


The objective of this exploratory study is to describe whether the gender of adolescent students may be an influential factor in motivating their attitudes towards academic achievements or potential professional aspirations. To test a hypothesis that females are more strongly influenced by intrinsic motivational factors, such as academic self-concept or self-regulation, than males, who may be more inclined to seek motivation from external sources, the research compares the survey responses of 327 upper level female and male secondary school students. In the questionnaire, students were asked about a number of indicators relating to how they perceive themselves in terms of their sociocultural context, how they view success and what their personal aspirations are for academic attainment. Through the process of comparing variables which had elicited distinctively different responses according to students’ gender, it may be suggested that female adolescent students derive more of their motivation for achievement from intrinsic factors, such as a desire for respect and feelings of competence. Further, results also indicate that girls recognize that their gender influences the challenges they may face in trying to achieve their goals, whether this is in secondary school or in trying to fulfill other future aspirations.

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