Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , , , , , , , , , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10451/5789 |
Resumo: | 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. |
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Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 CountriesAcademic performanceGender differencesStudent engagementTeacher supportParent supportPeer supportThis 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.Repositório da Universidade de LisboaLam, Shui-fongJimerson, ShaneKikas, EveCefai, C.Veiga, Feliciano HenriquesNelson, BrettHatzichristou, ChrysePolychroni, FotiniBasnett, JulieDuck, RobertFarrell, PeterLiu, YiNegovan, ValeriaShin, HyeonsookStanculescu, ElenaWong, Bernard P. H.Yang, HongfeiZollneritsch, Josef2012-03-29T10:26:22Z20122012-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/5789engLam, 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, 77-94.0022-4405info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T15:47:46Zoai:repositorio.ul.pt:10451/5789Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:31:02.128077Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries |
title |
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries |
spellingShingle |
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries Lam, Shui-fong Academic performance Gender differences Student engagement Teacher support Parent support Peer support |
title_short |
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries |
title_full |
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries |
title_fullStr |
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries |
title_full_unstemmed |
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries |
title_sort |
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries |
author |
Lam, Shui-fong |
author_facet |
Lam, Shui-fong Jimerson, Shane Kikas, Eve Cefai, C. Veiga, Feliciano Henriques 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 |
author_role |
author |
author2 |
Jimerson, Shane Kikas, Eve Cefai, C. Veiga, Feliciano Henriques 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 |
author2_role |
author author author author author author author author author author author author author author author author author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Lam, Shui-fong Jimerson, Shane Kikas, Eve Cefai, C. Veiga, Feliciano Henriques 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 |
dc.subject.por.fl_str_mv |
Academic performance Gender differences Student engagement Teacher support Parent support Peer support |
topic |
Academic performance Gender differences Student engagement Teacher support Parent support Peer support |
description |
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. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-03-29T10:26:22Z 2012 2012-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10451/5789 |
url |
http://hdl.handle.net/10451/5789 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
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. 0022-4405 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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