Tracking and the effects of school‐related attitudes on the language achievement of boys and girls

Abstract

In this study we examined whether the underachievement of boys in language at the end of secondary education is related to school-related attitudes. Data were drawn from the LOSO project, a longitudinal research project in secondary education. The results showed that there were gender differences in language achievement in favour of girls in the lower tracks, but not in the highest track. The underachievement of boys was associated with boys' less positive relationships with teachers, less positive well-being at school and less positive attitude towards schoolwork. Furthermore, the results showed that-in the lower tracks-boys who were the least attentive in the classroom, the least interested in learning tasks and the least motivated towards learning tasks achieved better than expected. Post-hoc analyses revealed that these are the more intelligent boys. Possible explanations of the demotivation of the more intelligent boys in the lower tracks are discussed.

Gender Disparity in School Participation and Achievement: The Case in Malaysia

“…For example, some studies suggest that (some) boys show a lower motivation compared to girls in completing their homework and have low self-esteem and not very enthusiastic to continue their studies at a higher level (Darom & Rich, 1988;Warrington, Younger & Williams, 2000); and that these boys are able students who are particularly 'demotivated' (Van de Gaer et al 2006). Theorists such as Eccles et al (1993) and Roeser, Eccles & Sameroff (1998) have argued that schools that fail to meet the psychological needs of the adolescents would reduce the students' motivation and academic interests, and thus contribute to the reduction of student engagement and lower their academic performance in the transition from primary to secondary school.…”

Are Girls more Resilient to Gender-Conformity Pressure? The Association Between Gender-Conformity Pressure and Academic Self-Efficacy

“…: Pascoe 2007). In several countries, for instance, certain school courses and study behaviors are considered feminine, impeding boys' identification with and motivation for school (U.S.: Bhanot and Jovanovic 2005;Pajares and Valiante 2001;Australia: Connell 1996;Martino 1996Martino , 1999Belgium: Derks and Vermeersch 2002;Van de Gaer et al 2006b;UK: Epstein 1998;Germany: Heyder and Kessels 2013). Conversely, characteristics associated with traditional femininity (such as being tidy, cooperative, and passive) are more in line with a studious attitude, which may give girls an advantage at school (UK, U.S. & Australia: Beaman et al 2006;UK: Jones and Myhill 2004).…”

Causal judgments of positive mood in relation to self-regulation: A case study with Flemish students

“…Berends (1995) has pointed out that evidence seems to support the hypothesis that tracking leads to polarisation of attitudes, where students in the lower tracks (TSO/BSO in this case) may be more predisposed to developing negative school attitudes characterised by a general tendency to resist and undermine the school's rules. Based on this evidence, we thought it would be interesting to investigate whether students from different tracks conceive of the relationship between positive mood and self-regulation differently, especially since current research on wellbeing and tracking in a Flemish context seems to support the differentiation-polarization theory (Van de Gaer et al, 2006). Also, theoretical models of self-regulation in academic contexts do not really address the possible effects that different school environments may have on the development of self-regulatory behaviours.…”

“…Flemish researchers generally agree that ASO schools generally offer a more advanced [higher] (Opdenakker & Van Damme, 2006). For example, Van de Gaer et al (2006) have pointed out that students in high educational tracks (ASO in this case) are more likely to experience an enriched learning environment, have access to more qualified teachers who have higher expectations and more favourable perceptions of them and also have friends who reinforce positive attitudes toward school. Berends (1995) has pointed out that evidence seems to support the hypothesis that tracking leads to polarisation of attitudes, where students in the lower tracks (TSO/BSO in this case) may be more predisposed to developing negative school attitudes characterised by a general tendency to resist and undermine the school's rules.…”

“…The involvement of Optimism (as a positive mood construct) as an intermediary for Academic performance and Problem-solving (as a self-regulation construct) may indicate that the participants of the TSO/BSO sample who come from a [reputedly] lower track educational environment, may need the buffering effects of positive mood more to mobilise their problem-solving skills and improve their academic performance, especially since it appears that students from lower tracks are more likely to develop anti-school attitudes (Van de Gaer et al, 2006). Thus, interventions focusing on the beneficial effects of optimism may help to enhance the problem-solving skills and academic performance of students in a lower educational track if they have developed an anti-school attitude.…”