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Article: Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

TitleDo girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
Authors
Issue Date2012
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jschpsyc
Citation
Journal Of School Psychology, 2012, v. 50 n. 1, p. 77-94 How to Cite?
AbstractThis study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world. © 2011 Society for the Study of School Psychology.
Persistent Identifierhttp://hdl.handle.net/10722/169100
ISSN
2014 Impact Factor: 2.262
2013 SCImago Journal Rankings: 1.799
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLam, SFen_US
dc.contributor.authorJimerson, Sen_US
dc.contributor.authorKikas, Een_US
dc.contributor.authorCefai, Cen_US
dc.contributor.authorVeiga, FHen_US
dc.contributor.authorNelson, Ben_US
dc.contributor.authorHatzichristou, Cen_US
dc.contributor.authorPolychroni, Fen_US
dc.contributor.authorBasnett, Jen_US
dc.contributor.authorDuck, Ren_US
dc.contributor.authorFarrell, Pen_US
dc.contributor.authorLiu, Yen_US
dc.contributor.authorNegovan, Ven_US
dc.contributor.authorShin, Hen_US
dc.contributor.authorStanculescu, Een_US
dc.contributor.authorWong, BPHen_US
dc.contributor.authorYang, Hen_US
dc.contributor.authorZollneritsch, Jen_US
dc.date.accessioned2012-10-08T03:41:47Z-
dc.date.available2012-10-08T03:41:47Z-
dc.date.issued2012en_US
dc.identifier.citationJournal Of School Psychology, 2012, v. 50 n. 1, p. 77-94en_US
dc.identifier.issn0022-4405en_US
dc.identifier.urihttp://hdl.handle.net/10722/169100-
dc.description.abstractThis study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world. © 2011 Society for the Study of School Psychology.en_US
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jschpsycen_US
dc.relation.ispartofJournal of School Psychologyen_US
dc.subject.meshAchievementen_US
dc.subject.meshAdolescenten_US
dc.subject.meshCanadaen_US
dc.subject.meshChilden_US
dc.subject.meshChinaen_US
dc.subject.meshCross-Cultural Comparisonen_US
dc.subject.meshEducational Statusen_US
dc.subject.meshEuropeen_US
dc.subject.meshFemaleen_US
dc.subject.meshHumansen_US
dc.subject.meshMaleen_US
dc.subject.meshModels, Psychologicalen_US
dc.subject.meshPeer Groupen_US
dc.subject.meshPerceptionen_US
dc.subject.meshQuestionnairesen_US
dc.subject.meshSchoolsen_US
dc.subject.meshSex Factorsen_US
dc.subject.meshSocial Environmenten_US
dc.subject.meshStudents - Psychologyen_US
dc.subject.meshUnited Statesen_US
dc.titleDo girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countriesen_US
dc.typeArticleen_US
dc.identifier.emailLam, SF:lamsf@hku.hken_US
dc.identifier.authorityLam, SF=rp00568en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1016/j.jsp.2011.07.004en_US
dc.identifier.pmid22386079en_US
dc.identifier.scopuseid_2-s2.0-84857690422en_US
dc.identifier.hkuros207925-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84857690422&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume50en_US
dc.identifier.issue1en_US
dc.identifier.spage77en_US
dc.identifier.epage94en_US
dc.identifier.isiWOS:000301995400006-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridLam, SF=7402279467en_US
dc.identifier.scopusauthoridJimerson, S=6603903665en_US
dc.identifier.scopusauthoridKikas, E=6602872578en_US
dc.identifier.scopusauthoridCefai, C=16400859500en_US
dc.identifier.scopusauthoridVeiga, FH=25621658300en_US
dc.identifier.scopusauthoridNelson, B=48461710200en_US
dc.identifier.scopusauthoridHatzichristou, C=6603588062en_US
dc.identifier.scopusauthoridPolychroni, F=14827357100en_US
dc.identifier.scopusauthoridBasnett, J=48461119100en_US
dc.identifier.scopusauthoridDuck, R=48461358900en_US
dc.identifier.scopusauthoridFarrell, P=36172450800en_US
dc.identifier.scopusauthoridLiu, Y=48461537100en_US
dc.identifier.scopusauthoridNegovan, V=36632645800en_US
dc.identifier.scopusauthoridShin, H=36240852500en_US
dc.identifier.scopusauthoridStanculescu, E=48461993600en_US
dc.identifier.scopusauthoridWong, BPH=36571084900en_US
dc.identifier.scopusauthoridYang, H=48462049600en_US
dc.identifier.scopusauthoridZollneritsch, J=48461999700en_US
dc.identifier.citeulike10433524-

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