INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD

Abstract

Particularly in secondary school, academic motivation plays a crucial role in determining students' interest, perseverance, and overall success. The current study examines the variations in academic motivation among secondary school pupils, acknowledging the significance of gender-related elements in forming motivational patterns. The research involved 300 pupils from CBSE-affiliated schools, 150 of whom were boys and 150 of whom were girls. A standardized motivation assessment suitable for this age group was used to measure academic motivation. Descriptive and inferential statistics were used to analyse the gathered data. The results suggest that academic motivation differs significantly between genders, with boys exhibiting higher levels of drive than girls. These findings point to the necessity of supportive learning environments and gender-responsive teaching strategies that increase motivation for all students. Teachers, counsellors, and curriculum designers who are trying to increase secondary school students' motivation might benefit from the study's insightful findings.

The study emphasizes how crucial it is to address motivational gaps through guiding interventions, supportive classroom practices, and gender-sensitive teaching styles. The study adds to the body of knowledge in educational psychology and has useful implications for educators and policymakers by finding gender-based disparities in academic motivation. All secondary school students' academic motivation may be increased and their overall academic growth may be supported by the creation of inclusive and supportive learning environments.