Gender, Psychosocial Dispositions, and the Academic Achievement of College Students

Clifton, Rodney A.; Perry, Raymond P.; Roberts, Lance W.; Peter, Tracey

doi:10.1007/s11162-008-9104-9

Cited by 36 publications

(25 citation statements)

References 49 publications

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“…Predictors of academic achievements were discovered to vary also according to gender, just as in the Canadian study (Clifton et al, 2008). The strategies most frequently used by male students were positive correlates and predictors of academic achievement, while in the case of women, strategies that correlated with average grades ranked slightly lower in their hierarchy.…”

Section: Discussionmentioning

confidence: 81%

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Gender as a factor in differentiating strategies of coping with stress used by physical education students

Guszkowska¹,

Zagórska-Pachucka²,

Kuk³

et al. 2016

Health Psychology Report

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health psychology report · volume 4(3), 6 original article background Students are exposed to numerous stressors associated with their integration into their university education, their relationships with friends, and anxiety about the future. Given that stress may be related to university students' academic performance, understanding the coping strategies used by students may be important in facilitating a positive transition to a university setting. The aim of this study was to determine the gender-based variation of strategies for coping with stress used by students, as well as to determine the correlation between these strategies and the students' academic achievements. participants and procedureThe study design was cross sectional and included 376 first-year undergraduate students (227 men and 149 women) enrolled in the physical education and sport programme at the University of Physical Education in Warsaw. The Polish adaptation of Carver, Scheier and Weintraub's Multidimensional Inventory for Measuring Stress Coping -COPE and the mean grade from all first-year university courses (the indicator of academic achievements) were used. resultsMen definitely preferred task-oriented strategies, while women preferred to look for support (instrumental and emotional) and placed higher importance on the focusing on and venting of emotions. Academic achievement correlated positively with task-oriented strategies and negatively with avoidance-oriented strategies. These relationships were partly confirmed by regression analyses. conclusionsThe results of the study provide support for sex differences in the most frequently applied coping strategies. The results also suggest that avoidance-oriented strategies do not facilitate academic achievement, while active coping strategies correlate with greater success in studies.

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Section: Discussionmentioning

confidence: 81%

“…It should be assumed that other factors are more significant. A Canadian study emphasized the importance of having a sense of control over one's academic achievements (Clifton, Perry, Roberts, & Peter, 2008).…”

Section: Discussionmentioning

confidence: 99%

Gender as a factor in differentiating strategies of coping with stress used by physical education students

Guszkowska¹,

Zagórska-Pachucka²,

Kuk³

et al. 2016

Health Psychology Report

View full text Add to dashboard Cite

show abstract

“…Wintre and Yaffe (2000) found that fathers' level of education was a predictor for males' first year GPA, whereas mothers' level of education was a significant predictor for females' first year GPA. Clifton et al (2007) contend that highly educated parents are more capable of providing their children with social and financial support for their post-secondary education. Given that tuition costs and financial barriers seem to be rising for undergraduate students (Statistics Canada 2008), it seems appropriate to investigate parents' education levels and socio-economic status as predictors of academic success.…”

Section: Demographic and Familial Variablesmentioning

confidence: 99%

Academic achievement in first-year university: who maintains their high school average?

et al. 2011

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The present study investigates the characteristics which differentiate between first-year university students who maintain their high school averages (Maintainers: n = 165) and those whose averages decrease at least one letter grade (Decliners: n = 435). The 600 students entered first year at one of six Canadian Universities, which varied in size and ethnic diversity. Data were collected in August, prior to the start of school, and in November of first year. Multivariate analyses indicated significant group differences between Maintainers and Decliners on familial variables (gender, fathers' education level, but not family income, parental reciprocity, parental support or immigrant/generational status), psychological well-being (perceived stress in August and November, and November depression, self-esteem and health), and university adjustment (university plans, transition perception, time management and university adaptation). The current study addresses a gap in the existing academic achievement literature, while providing practical information to students, parents, and educators involved in the transition to university.

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“…A warm and caring environment where the teacher is seen as part of "the team" and maintains high expectations is thought to be best (Clifton & Roberts, 1988;Stairs, 1991;Watt-Cloutier, 2000) and is something teachers can work towards. Finally, engagement and respect will be noticed by students, parents, and community members.…”

Section: Caring Engagement and Respectmentioning

confidence: 99%

Some Thoughts on Qallunaat Teacher Caring in Nunavut

Berger

2007

Journal of Teaching and Learning

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Gender, Psychosocial Dispositions, and the Academic Achievement of College Students

Cited by 36 publications

References 49 publications

Gender as a factor in differentiating strategies of coping with stress used by physical education students

Gender as a factor in differentiating strategies of coping with stress used by physical education students

Academic achievement in first-year university: who maintains their high school average?

Some Thoughts on Qallunaat Teacher Caring in Nunavut

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