Gender Differences in the Creativity–Academic Achievement Relationship: A Study from China

2018 ◽  
Vol 54 (3) ◽  
pp. 725-732 ◽  
Author(s):  
Wenjing Zhang ◽  
Ping Ren ◽  
Lifang Deng
Keyword(s):  
Academic Achievement ◽  
Gender Differences

Perceived Family and Friend Support Moderate Pathways From Peer Victimization to Substance Use in Early-Adolescent Girls and Boys: A Moderated-Mediation Analysis

2020 ◽  
Vol 41 (1) ◽  
pp. 128-166 ◽  
Author(s):  
Anna Vannucci ◽  
Tessa R. Fagle ◽  
Emily G. Simpson ◽  
Christine McCauley Ohannessian
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Substance Use ◽  
Depressive Symptoms ◽  
Peer Victimization ◽  
Moderated Mediation ◽  
Mediation Model ◽  
Friend Support ◽  
Moderated Mediation Model ◽  
The Relationship

This study examined gender differences in a moderated-mediation model examining whether perceived social support moderated depressive symptom and academic achievement mediation pathways from peer victimization to substance use among 1,334 U.S. early adolescents (11-14 years, 50% girls, 51% White). Surveys were administered in schools at three 6-month intervals. Multiple group analyses suggested that the moderated-mediation model differed for boys and girls. Indirect effects suggested that declines in academic achievement mediated the relationship between peer victimization and substance use for girls and boys, while elevated depressive symptoms mediated this relationship for girls only. Higher family and friend support attenuated the relationship between overt victimization and academic achievement for boys and between relational victimization and depressive symptoms for girls. These findings implicate two risk pathways that account for why peer victimization enhances substance use risk and emphasize the importance of perceived support following peer victimization during early adolescence. Gender differences require replication.

Gender Differences in Adolescents’ Academic Achievement

Young ◽  
2017 ◽  
Vol 26 (3) ◽  
pp. 250-270 ◽  
Author(s):  
Oscar Marcenaro–Gutierrez ◽  
Luis Alejandro Lopez–Agudo ◽  
Miguel Angel Ropero-García
Keyword(s):  
Academic Achievement ◽  
Gender Differences

scholarly journals Gender differences in the correlates of academic achievement among university students

2017 ◽  
Vol 9 (2) ◽  
pp. 313-324 ◽  
Author(s):  
Sarah Pirmohamed ◽  
Agata Debowska ◽  
Daniel Boduszek
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Learning Strategies ◽  
Academic Motivation ◽  
Study Time ◽  
Female Students ◽  
Future Research ◽  
Performance Goal ◽  
Male And Female ◽  
Content Type

Purpose Prior research has highlighted gender differences in academic motivational attributes, and how these predict academic achievement for each gender; however, a vast amount of inconsistency exists amongst such literature. The purpose of this paper is to examine the predictive value of academic motivation (achievement goal, leaning goal, performance goal (PG), self-efficacy (SE), and active learning strategies (ALS)) and study time in explaining academic achievement amongst male and female students. Design/methodology/approach Cross-sectional survey design was applied. Participants were sampled opportunistically, and consisted of final year undergraduate students, including both males (n=126) and females (n=189) attending various courses at a UK university. Findings A multiple regression analysis carried out for each gender revealed that study time, ALS, PG, and SE were significant predictors of achievement for males, whereas SE was the only significant predictor of achievement for females. Originality/value These findings offer practical implications in terms of methods employed by educators to enhance academic achievement. Such implications highlight the importance of the development of SE in both genders and propose methods in which universities can enhance motivation in male and female students. Recommendations for future research are also made.

Early gender differences in self-regulation and academic achievement.

2009 ◽  
Vol 101 (3) ◽  
pp. 689-704 ◽  
Author(s):  
J. S. Matthews ◽  
Claire Cameron Ponitz ◽  
Frederick J. Morrison
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Self Regulation

scholarly journals Learning and Study Strategies: Academic Achievement and Gender Differences

2013 ◽  
Vol 12 (4) ◽  
pp. 49
Author(s):  
Beena Daliya R ◽  
Sudha Bhogle
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
High School Students ◽  
Academic Success ◽  
Research Work ◽  
Study Strategies ◽  
School Students ◽  
Main Ideas ◽  
Learning And Study Strategies ◽  
Selection Of

To do well in school and for enhanced academic success, effective Learning and Study strategies are important. The objectives of this research work were to determine gender differences, if any, in Learning and Study strategies in high school students and to find the relationship between these strategies and Academic achievement. To do this, Learning and Study Strategies Inventory (LASSI) - Weinstein & Palmer, (2002) was administered to a group of 684, 8th std., school students, of which 363 were boys and 321 were girls. These students were selected from private schools of Bangalore; all the 4 zones – north, south, east, and west - were represented. All the students chosen were studying the state syllabus. The results of the research indicate gender differences in the following strategies – processing of information, motivation and selection of main ideas. No gender differences emerged for Academic achievement. Further, academic achievement was found to be significantly related to levels of anxiety, attitude, concentration ability, selection of main ideas, effective time management and test taking strategies.Keywords: Learning strategies, Study strategies, Academic Achievement, Gender difference.

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