Students’ Motivation to Learn Science Subjects in Saudi Universities: Gender Dynamics

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.