The study suggests the male gender is advantageous in a structured context of career and work, whereas the female gender is advantageous in a structured context of school. This conclusion for the lack of achievement in STEM-based fields is based on female and male strengths and weaknesses of motivational self-regulation.  

University of Michigan - Ann Arbor

"a conceptual framework for examining the role of individual differences in motivation as sources of differentially effective agency in different life course contexts, specifically here school versus work life"(347)

-  Three factors of influence: "(1) biology of maturation and aging, (2) societal institutions and social structure, and (3) the individual as an acting agent in his/her own development"(348)



A motivational theory of life-span development

Heckhausen, J. (2014). Motivational affordances in school versus work contexts advantage different individuals: A possible explanation for domain-differential gender gaps. In I. Schoon & J. S. Eccles, Gender Differences in Aspirations and Attainment: A Life Course Perspective (pp. 346-362). Cambridge University Press.

Motivational affordances in school versus work contexts advantage different individuals: A possible explanation for domain-differential gender gaps

Findings from "Motivational affordances in school versus work contexts advantage different individuals: A possible explanation for domain-differential gender gaps"

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