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Using multivariate analysis of covariance with 368 students across five subject areas, the research adapts Motivated Strategies for Learning Questionnaire scales to measure students’ motivation beliefs. Findings show males and females differ in motivational beliefs: females report higher test anxiety and stronger extrinsic motivation than males. Motivational components also vary significantly by discipline and department, especially task value and test anxiety.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/patterns-of-gender-and-disciplinary-disparities-among-postgraduate-students-motivational-beliefs-a-multivariate-analysis/595904/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/patterns-of-gender-and-disciplinary-disparities-among-postgraduate-students-motivational-beliefs-a-multivariate-analysis/595904.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What research question does the study address?","Question",{"text":113,"@type":114},"The study investigates how gender and disciplinary context influence postgraduate students’ motivational beliefs.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were motivational beliefs measured?",{"text":118,"@type":114},"Motivational beliefs were measured using a questionnaire adapted from scales of the Motivated Strategies for Learning Questionnaire (MSLQ).",{"name":120,"@type":111,"acceptedAnswer":121},"What were the main findings regarding gender and discipline?",{"text":122,"@type":114},"Females showed higher test anxiety and more extrinsic motivation than males. Motivational beliefs also differed across disciplines, with significant department-wise differences in task value and test anxiety.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},595904,1792116656,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Patterns of Gender and Disciplinary Disparities among Postgraduate Students’Motivational Beliefs:  \nA Multivariate Analysis  \nMunaza Nausheen *, Paul William Richardson** and Effat Alvi***  \nAbstract  \nWhile most of the research on gender and subject level differences has been conducted with same group of students studying different subjects, these differences have been comparatively less examined at college/ university level among postgraduate students enrolled in different study domains. This paper presents the results of the multivariate analysis of covariance of motivation beliefs of the 368 postgraduate students in five different subject areas at a public university in Lahore Pakistan. A Questionnaire was developed by adapting scales from Motivated Strategies for Learning Questionnaire (MSLQ), to measure the motivational beliefs of students. The results of the study indicated that males and females have different levels of motivational beliefs with females being more test anxious and extrinsically motivated than males. These beliefs also varied across different disciplines of study and significant department wise differences were revealed in the motivational components of task value and test anxiety.  \nKeywords: Motivational beliefs, Gender, Discipline of study, Postgraduates  \n* Assistant Professor, Department of Educational Research and Evaluation, IER, University of the Punjab, [Lahore. E-mail: munaza.ier@pu.edu.pk](Lahore. E-mail: munaza.ier@pu.edu.pk)  \n**  \nProfessor, Monash University, Melbourne, Australia  \n*** Assistant Professor, Department of Educational Research and Evaluation, IER, University of the Punjab, Lahore. E-mail: [effat.ier@pu.edu.pk](effat.ier@pu.edu.pk)  \nIntroduction  \nStudents’ motivational beliefs have been the focus of many studies which have provided basis for the improvement of student learning in higher education (Harvey, 2003; Watson, 2003) . In a range of Western countries, many studies indicate that students’ personal characteristics such as age, gender and ethnicity can have major effect on motivational beliefs as well as on the learning outcomes (Pintrich & Zusho, 2007) . Systematic variation has been reported in students’motivational beliefs and achievement by these personal characteristics (Bong, 1999 ; Chen, Lee, & Stevenson, 1996 ; Hackett, Betz, Casas, & Rocha-Singh, 1992 ; Mega, Ronconi, & De Beni, 2014; Pajares, 2003) . In addition to personal characteristics, the distinctive nature of the academic disciplines in higher education/universities has also been recognized as an important variable by many researchers (Becher, 1994 ; Entwistle, 1997, 2005; Neumann, 2001; Ramsden, 1998)  \nMost of the research on student learning in the context of higher education has been conducted in developed countries such as the USA, UK and Australia (Diseth, 2007 ; Diseth, Pallesen, Hovland, & Larsen, 2006 ; Harvey, 2003 ; Mega, et al., 2014 ; Pajares, 2003 ; Pascarella & Terenzini, 1998; Watson, 2003; Wilson, Lizzio, & Ramsden, 1997) with very few studies conducted in Asian countries e.g. Pakistan (Mega, et al., 2014; Salili, 1996) . The researchers in the field of motivation and learning have increasingly highlighted the importance of conducting research in different cultural and social contexts (Byrne & Flood, 2003; Kaplan & Maehr, 2007 ; Schunk, Pintrich, & Meece, 2008), and it has also been suggested that since learning and education have different social functions, students in different societies might be expected to construct different goals and motivations related to learning (Bernardo, Salanga, & Anguas, 2008) .  \nEducational Context in Pakistan  \nEducation in Pakistan is divided into five levels, Primary (grades one through five), Middle (grades six through eight), High (grades nine and ten, leading to Secondary School certificate), Intermediate (grades eleven and twelve, leading to a higher Secondary School Certificate), and Higher Education (education above grades 12) leading to a bache","cbCaiq3EYzvzCQtl","https://ap.wps.com/l/cbCaiq3EYzvzCQtl","pdf",262640,18,"English","# Abstract\n# Introduction\n# Educational Context in Pakistan\n# Motivational beliefs","[{\"question\":\"What research question does the study address?\",\"answer\":\"The study investigates how gender and disciplinary context influence postgraduate students’ motivational beliefs.\"},{\"question\":\"How were motivational beliefs measured?\",\"answer\":\"Motivational beliefs were measured using a questionnaire adapted from scales of the Motivated Strategies for Learning Questionnaire (MSLQ).\"},{\"question\":\"What were the main findings regarding gender and discipline?\",\"answer\":\"Females showed higher test anxiety and more extrinsic motivation than males. Motivational beliefs also differed across disciplines, with significant department-wise differences in task value and test anxiety.\"}]","Patterns of Gender and Disciplinary Disparities among Postgraduate Students’ Motivational Beliefs - A Multivariate Analysis | PDF",1792082086,45]