Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/3780
Title: Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
Authors: Dr. WONG Pak Ho, Bernard 
Lam, Shui-fong 
Jimerson, Shane 
Kikas, Eve 
Cefai, Carmel 
Veiga, Feliciano H. 
Nelson, Brett 
Hatzichristou, Chryse 
Polychroni, Fotini 
Basnett, Julie 
Duck, Robert 
Farrell, Peter 
Liu, Yi 
Negovan, Valeria 
Shin, Hyeonsook 
Stanculescu, Elena 
Yang, Hongfei 
Zollneritsch, Josef 
Issue Date: 2012
Publisher: Elsevier
Source: Journal of School Psychology, Feb 2012, vol. 50 (1), pp. 77-94.
Journal: Journal of School Psychology 
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 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.
Type: Peer Reviewed Journal Article
URI: http://hdl.handle.net/20.500.11861/3780
ISSN: 0022-4405
DOI: 10.1016/j.jsp.2011.07.004
Appears in Collections:Counselling and Psychology - Publication

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