Students’ Motivation to Learn Science Subjects in Saudi Universities: Gender Dynamics
Bibliographic record
Abstract
This study aimed to explore the motivational factors influencing university students’ engagement with science subjects in Saudi Arabia, with a particular focus on gender dynamics. Grounded in self-determination and social cognitive theories, the research employed a descriptive-correlational design to examine whether motivational levels differ between female and male students and to assess the relationship between gender and motivation toward learning science. Data were collected using an adapted version of the Students’ Motivation Questionnaire. The findings revealed no significant differences in overall motivation levels between genders, nor a strong association between gender and motivation to study science. However, female students demonstrated greater confidence in managing their motivation, behavior, and performance compared to their male peers. Perceived competence was similar across genders, and self-determination did not emerge as a key motivational factor. These findings suggest that while gender differences in motivation may be minimal, female students' self-regulatory strengths warrant further attention. Additional research is recommended to explore the underlying factors that discourage women from pursuing careers in science.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".