Espinoza, Ana MaríaStrasser, KatherineCarvacho, Héctor2026-07-172026-07-172025Espinoza, A. M., Strasser, K., & Carvacho, H. (2024). Effects of sex, gender stereotypes and gender identity in male and female students’ reading motivation. Psykhe, 34. https://doi.org/10.7764/psykhe.2023.58757https://hdl.handle.net/11447/10850This study aimed to enhance our understanding of the biological sex gap inthereading motivationof studentsby focusing on the role of gender variables. 303 Chilean secondary students (51% female) completed self-report questionnaires. Structural equation models were employed to assess whether gender identity mediated the relationship betweenbiologicalsex and reading motivation (reading self-concept and value) and to examine the differential effects of gender identity and reading-gender stereotypes on the reading motivation of male and female students. The results indicated direct effects of biological sex but no indirect effects. Multi-group analysis revealed that for female students, adherence to reading-gender stereotypes positively influenced reading self-concept, whereas for males, it negatively affected reading value. Implications for promoting equity in the teaching and learning of reading in secondary education are discussed.23 p.enAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)Reading motivationGender stereotypesGender identitySex-gapsArticlehttps://doi.org/10.7764/psykhe.2023.58757