Gender Differences in Achievement Motivation: A Comparative Analysis across Learning Disabled and Non-Learning Disabled Student Populations

Achievement motivation refers to an individual’s inner drive to strive for success, attain excellence, and perform tasks to a standard of quality. Learning disability (LD) is a neurodevelopmental condition characterized by persistent difficulties in acquiring and using academic skills such as reading, writing, or mathematics, despite adequate intelligence and educational opportunities. The present study aimed to examine gender variation in achievement motivation among children with and without learning disabilities. The study was conducted among 300 school-going children aged 8–12 years from Kerala, comprising students with learning disabilities and those without learning disabilities. Each group consisted of 75 males and 75 females, selected using a purposive sampling method. Achievement motivation was assessed using Ray’s Achievement Motivation Scale. The data were statistically analyzed using SPSS (Version 28). To test the stated hypothesis, that is, there will be a significant gender difference in achievement motivation among children with learning disabilities and there will be a significant gender difference in achievement motivation among children without learning disabilities, an independent samples t-test was employed. The results revealed that there is a significant gender difference in achievement motivation among children without learning disability and there is no significant difference in achievement motivation among children with learning disabilities, thereby rejecting the first hypothesis and supporting the second hypothesis of the study. The findings highlight that the impact of gender on achievement motivation is not universal but is significantly altered by the presence of a learning disability. The study demonstrates that while gender-based motivational gaps are prominent in children without disabilities, they are non-existent among those with learning disabilities. Consequently, educational strategies must move beyond ‘one size fits all’ models to prioritize inclusive, status specific interventions that address the unique motivational profiles of both groups.