Motivation is described as the belief that individuals have in their own ability to succeed in a particular task. According to researchers from the Colorado School of Mines, in an article published in the Latin-American Journal of Physics Education in January of 2010, achievement motivation is directly related to personal goals and measures the intensity and persistence of individuals to achieve those goals. For students, achievement motivation examines how much effort is placed in particular academic areas. Students' behavior toward academics tends to relate to their expectations for achievement and their fear of failure.
Math, science and reading are traditionally subjects that are prone to obvious achievement gender gaps. Male students tend to be more motivated to excel in math and science subjects, while female students usually perform well in reading. With an increased awareness of gender-bias and stereotypes, in some countries, such as the U.S., the U.K. and Australia, educators have worked to close these gender gaps, making the subjects more equal between male and female students. Although these countries have made vast improvements to help both genders succeed, the gap continues to exist in many schools.
Research from the University of Michigan on gender achievement and motivation states that parents, peers and society all influence achievement motivation of male and female students. How students are encouraged or discouraged to succeed in particular subjects, the expectations placed on them and learning opportunities they are presented with contribute to the gender achievement gaps in schools. Male students tend to receive more encouragement in math and science courses, while female students are nurtured more in reading and the arts.
Parents often inadvertently practice gender biases which influence students' performance. At home, gender-biased behavior usually surfaces early in a child's life. Parents tend to buy their sons, and not their daughters, toys and books that are related to math and science. Many parents will relate their son's achievement in math subjects to his ability, while their daughter's success in math is related to effort. This seemingly small distinction, influences their sense of accomplishment and motivation in school.
Educators are also strong influential factors in determining achievement motivation for their students. The University of Michigan researchers found that many teachers unknowingly call on male students more often than female students to answer questions and give them more complex problems to solve, which creates a competitive learning environment where males tend to thrive. Educators usually expect female students to be more cooperative and expressive, thus motivating them to gravitate toward less-competitive and more creative learning environments -- reading and the arts.