Academic motivation predicts educational attainment: Does gender make a difference?

The study adopts self-determination theory as a theoretical framework, focusing on how academic motivation of male and female students is related to school success. The predictive role of intrinsic motivation, external regulation, and amotivation has been investigated across different educational levels, from elementary school to university, taking into account major antecedents of educational attainment (i.e. socioeconomic status, general intelligence). Participants were 419 Italian students, 212 males and 207 females, ranging in age from 9 to 22 years (M = 13.8). Academic motivation was found to be meaningfully related to a variety of academic outcomes, such as cumulative grades, school attendance, and classroom conduct. Gender differences were observed in the way and the extent to which motivational orientations affect scholastic success. The predictive value of intrinsic motivation tended to be stronger for females than for males across all educational levels. The effect of external regulation, by contrast, tended to be stronger for males. Theoretical and practical implications of results are discussed and linked to educational practices that may enhance students' academic pursuits. (C) 2014 Elsevier Inc. All rights reserved.