A new study from the Norwegian University of Science and Technology (NTNU) has identified gender differences in how Year Eight pupils assess their motivation and compassion, factors associated with psychological resilience.
Published in Frontiers in Education, the research analysed a cross-sectional survey of 7,260 Norwegian adolescents aged 12–14, mostly in Year Eight, the first year of lower secondary school. Slightly more girls than boys participated. Pupils rated their own motivation and well-being across several areas.
“Several factors influence motivation. We wanted to find out how lower secondary pupils feel they are doing when it comes to these factors,” said PhD student Vegard Renolen Litlabø at NTNU’s Department of Psychology.
Participants rated themselves on passion, grit, growth mindset (defined as the belief that improvement comes through effort), self-efficacy (defined as belief in one’s ability to succeed), courage, school well-being, school safety, compassion for others, compassion for oneself, compassion received from others, as well as flourishing (understood as fulfilling one’s potential).
Gender differences were generally small, except in compassion for others. However, a consistent pattern emerged. Boys reported significantly higher levels of passion, grit, growth mindset, self-efficacy, courage, school well-being, school safety, and self-compassion. Girls scored significantly higher on compassion for others and reported receiving more compassion from others. There was no significant gender difference in flourishing.
Although boys rated themselves higher on many individual factors, the researchers, including Litlabø, Monika Haga, Isabell Richter, and Hermundur Sigmundsson, also examined how the factors related to one another.
Among girls, self-efficacy, grit, and growth mindset were more strongly correlated. This suggests that for girls, believing in their ability to succeed is more closely connected to persistence and the belief that effort leads to improvement.
Girls were also more influenced by perceived school safety. When they felt safer at school, they reported higher levels of thriving and greater compassion both received from others and directed towards themselves.
For boys, the pattern differed. “It is not the case that boys are inherently lacking in compassion. They seem to be more compassionate towards others when they receive more compassion or show greater compassion for themselves,” explained Litlabø.
The findings have implications for socio-emotional learning, which focuses on understanding and managing emotions, building positive relationships, making responsible decisions, and setting goals.
Girls may benefit from strengthening self-efficacy and self-compassion. Encouraging them to believe more strongly in their abilities and practise self-kindness could support resilience.
Boys, who already report higher motivation and self-compassion, may benefit from developing greater compassion for others.
“Boys can benefit from developing greater compassion for others. This will not only benefit the boys themselves, but the entire school environment,” concluded Litlabø.
The study highlights the complexity of gender differences in adolescent self-perception. While boys report stronger individual motivational traits, girls show tighter connections between key factors and greater interpersonal compassion. The researchers note that further studies are needed to understand how these patterns develop over time.