Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries

Autor/inn/en	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; Wong, Bernard P. H.; Yang, Hongfei; Zollneritsch, Josef
Titel	Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results of an International Study from 12 Countries
Quelle	In: Journal of School Psychology, 50 (2012) 1, S.77-94 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4405
DOI	10.1016/j.jsp.2011.07.004
Schlagwörter	Learner Engagement; Structural Equation Models; Academic Achievement; Program Effectiveness; Foreign Countries; Grade 9; Gender Differences; Cross Cultural Studies; Student Attitudes; Teacher Attitudes; Correlation; Parent Child Relationship; Peer Relationship; Teacher Student Relationship; Secondary School Students; Secondary School Teachers; Austria; Canada; China; Cyprus; Estonia; Greece; Malta; Portugal; Romania; South Korea; United Kingdom; United States + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Geschlechterkonflikt; Cultural comparison; Kulturvergleich; Schülerverhalten; Lehrerverhalten; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Österreich; Kanada; Zypern; Estland; Griechenland; Rumänien; Korea; Republik; Großbritannien; USA
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. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10