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Abstract With the growth of the field of sport psychology has come a growing interest and concern over gender differences in achievement and participation in various sports. Why do girls and boys differ from one another in their participation rates and participation patterns in sports? Over the past 10 years, Eccles and her colleagues have put together a theoretical model for analyzing the motivational factors underlying individuals' decisions regarding achievement-related choices. This paper describes this theoretical model and uses data from two studies, one focusing on adolescents, and one focusing on elementary school-aged children, to evaluate the utility of this model for understanding gender differences in sport participation. It reaches the following conclusions: (a) the Eccles et al. model holds for sport as well as, if not better than, it does for academic subjects; (b) gender differences in children's attitudes toward sport are quite strong and emerge at a very young age; and (c) these gender differences seem to be a consequence more of gender-role socialization than of “natural” aptitudinal differences.
Eccles et al. (Fri,) studied this question.