TY - JOUR
TI - Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
AU - Lam, S.-F.
AU - Jimerson, S.
AU - Kikas, E.
AU - Cefai, C.
AU - Veiga, F.H.
AU - Nelson, B.
AU - Hatzichristou, C.
AU - Polychroni, F.
AU - Basnett, J.
AU - Duck, R.
AU - Farrell, P.
AU - Liu, Y.
AU - Negovan, V.
AU - Shin, H.
AU - Stanculescu, E.
AU - Wong, B.P.H.
AU - Yang, H.
AU - Zollneritsch, J.
JO - Journal of School Psychology
PY - 2012
VL - 50
TODO - 1
SP - 77-94
PB - 
SN - 0022-4405
TODO - 10.1016/j.jsp.2011.07.004
TODO - achievement;  adolescent;  article;  Canada;  child;  China;  clinical trial;  cultural factor;  educational status;  Europe;  female;  human;  male;  multicenter study;  peer group;  perception;  psychological aspect;  psychological model;  questionnaire;  school;  sex difference;  social environment;  student;  United States, Achievement;  Adolescent;  Canada;  Child;  China;  Cross-Cultural Comparison;  Educational Status;  Europe;  Female;  Humans;  Male;  Models, Psychological;  Peer Group;  Perception;  Questionnaires;  Schools;  Sex Factors;  Social Environment;  Students;  United States
TODO - 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. © 2011 Society for the Study of School Psychology.
ER -