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

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TitleDo girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
AuthorsLam, SF4
Jimerson, S12
Kikas, E7 14
Cefai, C6
Veiga, FH15
Nelson, B9
Hatzichristou, C1
Polychroni, F1
Basnett, J10
Duck, R8
Farrell, P3
Liu, Y2
Negovan, V16
Shin, H11
Stanculescu, E16
Wong, BPH4
Yang, H5
Zollneritsch, J13
Issue Date2012
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jschpsyc
CitationJournal Of School Psychology, 2012, v. 50 n. 1, p. 77-94 [How to Cite?]
DOI: http://dx.doi.org/10.1016/j.jsp.2011.07.004
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.
ISSN0022-4405
2011 Impact Factor: 2.238
2011 SCImago Journal Rankings: 0.071
DOIhttp://dx.doi.org/10.1016/j.jsp.2011.07.004
ReferencesReferences in Scopus
DC Field
Value
dc.contributor.authorLam, SF
dc.contributor.authorJimerson, S
dc.contributor.authorKikas, E
dc.contributor.authorCefai, C
dc.contributor.authorVeiga, FH
dc.contributor.authorNelson, B
dc.contributor.authorHatzichristou, C
dc.contributor.authorPolychroni, F
dc.contributor.authorBasnett, J
dc.contributor.authorDuck, R
dc.contributor.authorFarrell, P
dc.contributor.authorLiu, Y
dc.contributor.authorNegovan, V
dc.contributor.authorShin, H
dc.contributor.authorStanculescu, E
dc.contributor.authorWong, BPH
dc.contributor.authorYang, H
dc.contributor.authorZollneritsch, J
dc.date.accessioned2012-10-08T03:41:47Z
dc.date.available2012-10-08T03:41:47Z
dc.date.issued2012
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.
dc.description.natureLink_to_subscribed_fulltext
dc.identifier.citationJournal Of School Psychology, 2012, v. 50 n. 1, p. 77-94 [How to Cite?]
DOI: http://dx.doi.org/10.1016/j.jsp.2011.07.004
dc.identifier.citeulike10433524
dc.identifier.doihttp://dx.doi.org/10.1016/j.jsp.2011.07.004
dc.identifier.epage94
dc.identifier.issn0022-4405
2011 Impact Factor: 2.238
2011 SCImago Journal Rankings: 0.071
dc.identifier.issue1
dc.identifier.pmid22386079
dc.identifier.scopuseid_2-s2.0-84857690422
dc.identifier.spage77
dc.identifier.urihttp://hdl.handle.net/10722/169100
dc.identifier.volume50
dc.languageeng
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jschpsyc
dc.publisher.placeUnited Kingdom
dc.relation.ispartofJournal of School Psychology
dc.relation.referencesReferences in Scopus
dc.subject.meshAchievement
dc.subject.meshAdolescent
dc.subject.meshCanada
dc.subject.meshChild
dc.subject.meshChina
dc.subject.meshCross-Cultural Comparison
dc.subject.meshEducational Status
dc.subject.meshEurope
dc.subject.meshFemale
dc.subject.meshHumans
dc.subject.meshMale
dc.subject.meshModels, Psychological
dc.subject.meshPeer Group
dc.subject.meshPerception
dc.subject.meshQuestionnaires
dc.subject.meshSchools
dc.subject.meshSex Factors
dc.subject.meshSocial Environment
dc.subject.meshStudents - Psychology
dc.subject.meshUnited States
dc.titleDo girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
dc.typeArticle
Author Affiliations
  1. University of Athens
  2. Yunnan Health Education Institute
  3. University of Manchester
  4. The University of Hong Kong
  5. Zhejiang University
  6. University of Malta
  7. University of Tartu
  8. Université Laurentienne
  9. The California State University
  10. St Helens Metropolitan Borough Council
  11. Chonnam National University
  12. University of California, Santa Barbara
  13. Styria Local Ministry of Education
  14. Tallinn University
  15. Universidade de Lisboa
  16. Universitatea din Bucuresti