Exploring Gender-Based Difference towards Academic Enablers Scales among Secondary School Students of Pakistan

Autor/inn/en	Abid, Nisar; Ali, Rizwan; Akhter, Mumtaz
Titel	Exploring Gender-Based Difference towards Academic Enablers Scales among Secondary School Students of Pakistan
Quelle	In: Psychology in the Schools, 58 (2021) 7, S.1380-1398 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abid, Nisar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22538
Schlagwörter	Gender Differences; Study Skills; Foreign Countries; Measures (Individuals); Learning Motivation; Learner Engagement; Psychometrics; High School Students; Academic Achievement; Reliability; Validity; Interpersonal Competence; Student Attitudes; Teaching Methods; Motivation Techniques; Student Behavior; Pakistan + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Studientechnik; Ausland; Messdaten; Motivation for studies; Lernmotivation; Psychometry; Psychometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Reliabilität; Gültigkeit; Interpersonale Kompetenz; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Motivationsförderung; Student behaviour
Abstract	The study purposes were to explore the level of students' academic enablers and gender-based difference towards academic enablers scales (AES) among 3200 students that were selected randomly from 80 high schools of Punjab province of Pakistan. The descriptive design of the positivism research paradigm was used to accomplish the study. Academic enablers scale for students (AES-students) was adapted to collect data about four academic enabling behaviors (motivation, engagement, interpersonal skills, and study skills). Hence, the psychometric properties of adapted AES-students exhibited that it is a valid and reliable instrument to measure academic enablers. Results indicated that the majority of students had a competent level in all academic enabling behaviors while they are more motivated as compared to their study skills, interpersonal skills, and engagement. However, engagement is the least contributive enabler. Moreover, results also demonstrated a significant difference in girls' and boys' student perceptions towards AES. It is also determined that gender had a small effect size on students' academic enablers as Cohen's d values among 0.1 to 0.4. Academic enabling behaviors may be enhanced among boy students through the use of different teaching strategies in the classroom, such as enthusiastic demonstration style, group activities, and classroom symposiums. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01