Sex differences in secondary school achievement – The contribution of self-perceived abilities and fear of failure

Wach, Frances; Spengler, Marion; Gottschling, Juliana; Spinath, Frank M.

doi:10.1016/j.learninstruc.2015.01.005

Cited by 32 publications

(17 citation statements)

References 45 publications

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“…We did not offer specific hypotheses with respect to how such moderation might be expressed, as existing theory and research have not been clear in suggesting how the role of vagal suppression in relation to associations between parenting stressors and indicators of child maladjustment might vary for boys versus girls. However, our findings in this study that boys were more vulnerable than were girls is consistent with an extensive literature indicating that boys experience risk disproportional to girls in terms of indicators of well-being that include school failure (Wach et al, 2015) as well as aggression and antisocial behavior (Loeber et al, 2013). Boys are also at risk in terms of depressive symptoms during late childhood and early adolescence, as gender differences in this area do not begin emerging until early adolescence (Hankin et al, 2015).…”

Section: Discussionsupporting

confidence: 92%

Parenting stressors and young adolescents' depressive symptoms: Does high vagal suppression offer protection?

Fletcher

Buehler

Buchanan

et al. 2017

Physiology & Behavior

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Grounded in a dual-risk, biosocial perspective of developmental psychopathology, this study examined the role of higher vagal suppression in providing young adolescents protection from four parenting stressors. It was expected that lower vagal suppression would increase youth vulnerability to the deleterious effects of these parenting stressors. Depressive symptoms were examined as a central marker of socioemotional difficulties during early adolescence. The four parenting stressors examined were interparental hostility, maternal use of harsh discipline, maternal inconsistent discipline, and maternal psychological control. Participants were 68 young adolescents (Grade 6) and their mothers. Greater vagal suppression provided protection (i.e., lower depressive symptoms) from interparental hostility, harsh discipline, and maternal psychological control for boys but not for girls.

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Section: Discussionsupporting

confidence: 92%

Parenting stressors and young adolescents' depressive symptoms: Does high vagal suppression offer protection?

Fletcher

Buehler

Buchanan

et al. 2017

Physiology & Behavior

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“…The third variable is related to students’ perception of their ability to actualize OTLs. It has been found that student self-efficacy is connected to mathematical achievement (Wach et al 2015) and career goals (Ellis et al 2016; Lent et al 1994). For the instructor analysis, we consider instructors’ perception of their students’ ability.…”

Section: Methodsmentioning

confidence: 99%

Factors contributing to students and instructors experiencing a lack of time in college calculus

2017

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Background: Calculus is a foundational course for STEM-intending students yet has been shown to dissuade students from pursuing STEM degrees. In this report, we examine factors related to students and instructors reporting a lack of time in class for students to understand difficult ideas and relate this to students' and instructors' perceptions of opportunities to learn using a hierarchical linear model. This work is part of the US national study on college calculus, which provides an ideal landscape to examine these questions on a large scale. Results: We find a number of student factors associated with students experiencing negative opportunities to learn, such as student gender, lacking previous calculus experience, and reports of poor and non-student-centered teaching. Factors weakly associated with instructor reports of lack of time were a common final and reporting that approximately half of the students lacked the ability to succeed in the course.

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“…Related research showed that girls often believe that failures indicate incompetence, are insurmountable and that they will continue to occur, no matter what effort they may make in the future, and with as many past successful experiences as they may have had. In other words this greater fear of failure that girls experience translates more easily into poor performance [30,31,32]. In a way, this is quite absurd since the results of our research showed the opposite: girls performed better than boys in both situations, either they had attended urban or rural primary schools.…”

Section: Average Performance Of Students Coming From Urban Schools Bamentioning

confidence: 58%

Comparative Evaluation of the Performance of Students of Rural and Urban Primary Schools in the Prefecture of Arta, Greece, in the 1st Grade of Secondary School (Gymnasium) During 2012/2013

Gkoros

2020

JESBS

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Αim: To investigate whether and to what extent students attending small rural primary schools are "disadvantaged" compared to students attending urban schools as well as what are the differences in their performance and consistency in their attendance in the 1st grade of secondary school (gymnasium). Methodology: we chose for our research the quantitative research approach, to study a large number of cases and analyze statistically the research data. More specifically, the choice of the sample which included all the students who studied in the secondary schools of the Prefecture of Arta and specifically in the 1st grade, after collecting their report cards , was considered more reliable. The sample of the research, therefore, consists of 364 students who used to study during the school year 2012-2013 in the prefecture of Arta in the 1st grade of secondary school (gymnasium) and was made by simple random sampling. Results: As evidenced by the research findings, students who attended urban primary schools, achieve better performance in the first class of secondary school. In particular their average grade of achievement is higher especially in Mathematics and Modern Greek Language & Literature where they achieve also higher grades. However, as far as Science classes are concerned, no difference in grades is observed. Finally, regarding the continuous attendance of students, those who attended small primary schools had more absences during the school year. Conclusion: The results of the research show a number of differences in the performance of students who have previously attended urban and rural primary schools, with those of urban schools being superior. However, the factors that constitute an obstacle to the proper and smooth operation of a rural school are numerous and also, the advantages of a rural school are difficult to be measured quantitatively.

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Sex differences in secondary school achievement – The contribution of self-perceived abilities and fear of failure

Cited by 32 publications

References 45 publications

Parenting stressors and young adolescents' depressive symptoms: Does high vagal suppression offer protection?

Parenting stressors and young adolescents' depressive symptoms: Does high vagal suppression offer protection?

Factors contributing to students and instructors experiencing a lack of time in college calculus

Comparative Evaluation of the Performance of Students of Rural and Urban Primary Schools in the Prefecture of Arta, Greece, in the 1st Grade of Secondary School (Gymnasium) During 2012/2013

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