Why Do Girls Do Better in Reading than Boys? How Parental Emotional Contagion Explains Gender Differences in Reading Achievement

Autor/inn/en	Nalipay, Ma. Jenina N.; Cai, Yuyang; King, Ronnel B.
Titel	Why Do Girls Do Better in Reading than Boys? How Parental Emotional Contagion Explains Gender Differences in Reading Achievement
Quelle	In: Psychology in the Schools, 57 (2020) 2, S.310-319 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cai, Yuyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22330
Schlagwörter	Gender Differences; Reading Achievement; Parent Influence; Emotional Response; Parent Child Relationship; Reading Attitudes; Predictor Variables; Gender Bias; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Leseleistung; Emotionales Verhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Reading behavior; Rading behaviour; Leseverhalten; Prädiktor; Geschlechterstereotyp; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler
Abstract	Previous 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01