Gender Differences in Children's Conceptions of Competence and Motivation in Physical Education

ABSTRACT

This study investigated the competence perceptions and motivational beliefs of 50 physical education students who had adopted stereotypical perceptions of two gender oriented physical activities, dance and basketball. Specifically, the research asked students to explain why basketball is sometimes viewed as more appropriate for boys and dance is viewed as more appropriate for girls. The research also aimed to understand why students think they will not be as skilled and why many seem not to try in activities not viewed as gender appropriate. Participants were 50 fifthgraders who had personally adopted stereotypical perceptions regarding appropriateness of basketball and dance for male and female participation. A standardized open‐ended interview technique was utilized to ascertain what mediated student viewpoints about competence and motivation and how children viewed and assessed teacher motivational practice. Results indicated that competence and motivational beliefs of students with well‐established sex‐role conceptions are driven by a sense of gender appropriateness.