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Article: Why do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement

TitleWhy do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement
Authors
Keywordsreading achievement
emotional contagion
gender differences
reading emotions
Issue Date2020
Citation
Psychology in the Schools, 2020, v. 57, n. 2, p. 310-319 How to Cite?
AbstractPrevious studies that attempted to explain why girls often perform better than boys in reading have emphasized the role of values and beliefs, with little attention paid to the role of emotions. This study focused on the role of parent–child emotional contagion in explaining gender differences, by investigating how parents’ reading emotion predicts students’ reading emotion and subsequent reading achievement. The data that was used was from a subsample of students from the Program for International Students Assessment (n = 84,429) from 14 countries. Multi-group structural equation modeling was conducted to assess a model of parents’ enjoyment of reading predicting reading achievement through students’ enjoyment of reading. Results provided support for a model of parents’ enjoyment of reading, predicting students 'enjoyment of reading, and subsequent reading achievement for both girls and boys. However, the indirect effect of parents’ enjoyment of reading on reading achievement through students’ enjoyment of reading was found to be stronger in girls than in boys. Findings emphasize the important role of parents’ emotions on student outcomes and how gender biases in a certain context can affect the extent to which parents’ emotions can influence student achievement.
Persistent Identifierhttp://hdl.handle.net/10722/302250
ISSN
2023 Impact Factor: 1.8
2023 SCImago Journal Rankings: 0.756
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorNalipay, Ma Jenina N.-
dc.contributor.authorCai, Yuyang-
dc.contributor.authorKing, Ronnel B.-
dc.date.accessioned2021-08-30T13:58:06Z-
dc.date.available2021-08-30T13:58:06Z-
dc.date.issued2020-
dc.identifier.citationPsychology in the Schools, 2020, v. 57, n. 2, p. 310-319-
dc.identifier.issn0033-3085-
dc.identifier.urihttp://hdl.handle.net/10722/302250-
dc.description.abstractPrevious studies that attempted to explain why girls often perform better than boys in reading have emphasized the role of values and beliefs, with little attention paid to the role of emotions. This study focused on the role of parent–child emotional contagion in explaining gender differences, by investigating how parents’ reading emotion predicts students’ reading emotion and subsequent reading achievement. The data that was used was from a subsample of students from the Program for International Students Assessment (n = 84,429) from 14 countries. Multi-group structural equation modeling was conducted to assess a model of parents’ enjoyment of reading predicting reading achievement through students’ enjoyment of reading. Results provided support for a model of parents’ enjoyment of reading, predicting students 'enjoyment of reading, and subsequent reading achievement for both girls and boys. However, the indirect effect of parents’ enjoyment of reading on reading achievement through students’ enjoyment of reading was found to be stronger in girls than in boys. Findings emphasize the important role of parents’ emotions on student outcomes and how gender biases in a certain context can affect the extent to which parents’ emotions can influence student achievement.-
dc.languageeng-
dc.relation.ispartofPsychology in the Schools-
dc.subjectreading achievement-
dc.subjectemotional contagion-
dc.subjectgender differences-
dc.subjectreading emotions-
dc.titleWhy do girls do better in reading than boys? How parental emotional contagion explains gender differences in reading achievement-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1002/pits.22330-
dc.identifier.scopuseid_2-s2.0-85076927351-
dc.identifier.volume57-
dc.identifier.issue2-
dc.identifier.spage310-
dc.identifier.epage319-
dc.identifier.eissn1520-6807-
dc.identifier.isiWOS:000503048200001-

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