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Title: Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries
Author: Lam, Shui-fong
Jimerson, Shane
Kikas, Eve
Cefai, C.
Veiga, Feliciano
Nelson, Brett
Hatzichristou, Chryse
Polychroni, Fotini
Basnett, Julie
Duck, Robert
Farrell, Peter
Liu, Yi
Negovan, Valeria
Shin, Hyeonsook
Stanculescu, Elena
Wong, Bernard P. H.
Yang, Hongfei
Zollneritsch, Josef
Keywords: Academic performance
Gender differences
Student engagement
Teacher support
Parent support
Peer support
Issue Date: 2012
Citation: Lam, S., Jimerson, S., Kikas, E., Cefai, C., Veiga, F., Nelson, B., Hatzichristou, C., Polychroni, F., Basnett, J., Duck, R., Farrel, P., Liu, Y., Negovan, V., Shin, H., Stanculescu, E., Wong, B., Yang, H., & Zollneritsch, J. (2012). Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries. Journal of School Psychology, 50, 77-94.
Abstract: This 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 andwere 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.
Peer review: yes
ISSN: 0022-4405
Publisher Version: doi:10.1016/j.jsp.2011.07.00
Appears in Collections:IE - GIPE - Artigos em Revistas Internacionais

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