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DC Field | Value | Language |
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dc.contributor.author | Lam, Shui-fong | |
dc.contributor.author | Jimerson, Shane | |
dc.contributor.author | Kikas, Eve | |
dc.contributor.author | Cefai, Carmel | |
dc.contributor.author | Veiga, Feliciano H. | |
dc.contributor.author | Nelson, Brett | |
dc.contributor.author | Hatzichristou, Chryse | |
dc.contributor.author | Polychroni, Fotini | |
dc.contributor.author | Basnett, Julie | |
dc.contributor.author | Duck, Robert | |
dc.contributor.author | Farrell, Peter | |
dc.contributor.author | Liu, Yi | |
dc.contributor.author | Negovan, Valeria | |
dc.contributor.author | Shin, Hyeonsook | |
dc.contributor.author | Stanculescu, Elena | |
dc.contributor.author | Wong, Bernard P.H. | |
dc.contributor.author | Yang, Hongfei | |
dc.contributor.author | Zollneritsch, Josef | |
dc.date.accessioned | 2017-06-13T11:56:45Z | |
dc.date.available | 2017-06-13T11:56:45Z | |
dc.date.issued | 2012 | |
dc.identifier.citation | Lam, S., Jimerson, S., Kikas, E., Cefai, C., Veiga, F.H., Nelson, B.,…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. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar//handle/123456789/19833 | |
dc.description.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. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | Elsevier Ltd. | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Education -- Sex differences -- Case studies | en_GB |
dc.subject | Academic achievement -- Sex differences | en_GB |
dc.subject | Education -- Parent participation | en_GB |
dc.title | Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.identifier.doi | 10.1016/j.jsp.2011.07.004 | |
Appears in Collections: | Scholarly Works - CenRSEH Scholarly Works - FacSoWPsy |
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Do girls and boys perceive themselves as equally engaged in school The results of an international study from 12 countries.pdf | 400.4 kB | Adobe PDF | View/Open |
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