Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/19833
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dc.contributor.authorLam, Shui-fong
dc.contributor.authorJimerson, Shane
dc.contributor.authorKikas, Eve
dc.contributor.authorCefai, Carmel
dc.contributor.authorVeiga, Feliciano H.
dc.contributor.authorNelson, Brett
dc.contributor.authorHatzichristou, Chryse
dc.contributor.authorPolychroni, Fotini
dc.contributor.authorBasnett, Julie
dc.contributor.authorDuck, Robert
dc.contributor.authorFarrell, Peter
dc.contributor.authorLiu, Yi
dc.contributor.authorNegovan, Valeria
dc.contributor.authorShin, Hyeonsook
dc.contributor.authorStanculescu, Elena
dc.contributor.authorWong, Bernard P.H.
dc.contributor.authorYang, Hongfei
dc.contributor.authorZollneritsch, Josef
dc.date.accessioned2017-06-13T11:56:45Z
dc.date.available2017-06-13T11:56:45Z
dc.date.issued2012
dc.identifier.citationLam, 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.urihttps://www.um.edu.mt/library/oar//handle/123456789/19833
dc.description.abstractThis 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.isoenen_GB
dc.publisherElsevier Ltd.en_GB
dc.rightsinfo:eu-repo/semantics/openAccessen_GB
dc.subjectEducation -- Sex differences -- Case studiesen_GB
dc.subjectAcademic achievement -- Sex differencesen_GB
dc.subjectEducation -- Parent participationen_GB
dc.titleDo girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countriesen_GB
dc.typearticleen_GB
dc.rights.holderThe 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.reviewedpeer-revieweden_GB
dc.identifier.doi10.1016/j.jsp.2011.07.004
Appears in Collections:Scholarly Works - CenRSEH



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