Journal
JOURNAL OF SCHOOL PSYCHOLOGY
Volume 50, Issue 1, Pages 77-94Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.jsp.2011.07.004
Keywords
Academic performance; Gender differences; Student engagement; Teacher support; Parent support; Peer support
Categories
Ask authors/readers for more resources
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 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. (C) 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available