Does the Bee Give You Malaria? Sex Differences in General Knowledge: Meta-Analysis and New Data on the Contribution of School-Related Moderators Among High-School Students

2014 ◽  
Author(s):  
Ulrich S. Tran ◽  
Agnes A Hofer ◽  
Martin Voracek
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
Meta Analysis ◽  
General Knowledge ◽  
School Students

Sex differences in general knowledge in German high school students

2004 ◽  
Vol 37 (8) ◽  
pp. 1643-1650 ◽  
Author(s):  
Richard Lynn ◽  
Sylwia Wilberg ◽  
Jutta Margraf-Stiksrud
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
General Knowledge ◽  
School Students

Sex differences in sex-role conceptions and family orientation of high school students

1977 ◽  
Vol 6 (2) ◽  
pp. 179-186 ◽  
Author(s):  
Shirley S. Angrist ◽  
Richard Mickelsen ◽  
Anthony N. Penna
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
Sex Role ◽  
School Students ◽  
Family Orientation ◽  
Role Conceptions

Risk as Value: A Switch of Set Hypothesis

1976 ◽  
Vol 38 (2) ◽  
pp. 655-658 ◽  
Author(s):  
George W. Kelling ◽  
Rhea Zirkes ◽  
Deena Myerowitz
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
General Tendency ◽  
Age Group ◽  
School Students ◽  
Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

Internet-Based Peer Assessment in High School Settings

2009 ◽  
pp. 743-754 ◽  
Author(s):  
Chin-Chung Tsai
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Interactions ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Internet Technology ◽  
School Students ◽  
School Settings ◽  
Peer Reviewers ◽  
Online Peer Assessment

Many educators have suggested the usage of peer assessment for the improvement of learning outcomes. Peer assessment facilitated by Internet technology can enhance anonymity and lead to better interactions between students and peer reviewers. In addition, online peer assessment can effectively store students’ peer interactions and learning progression portfolios for further analyses or evaluations. However, most peer assessment studies have been conducted with higher education students, such as college or graduate students. This chapter reports an initial meta-analysis of a series of research utilizing online peer assessment involving Taiwanese high school students. This study also summarizes some practical principles for conducting online peer assessment in high school settings. Finally, this chapter proposes the required literacy of using Internet-based peer assessment, both for the learners and teachers.

scholarly journals Sex Differences in Problem Alcohol Use in High School as a Function of Recent Sexual Violence Victimization or Perpetration

2019 ◽  
Vol 35 (6) ◽  
pp. 633-646 ◽  
Author(s):  
Christal L. Badour ◽  
Samuel C. Bell ◽  
Emily R. Clear ◽  
Heather M. Bush ◽  
Ann L. Coker
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
Alcohol Use ◽  
Sexual Violence ◽  
Binge Drinking ◽  
Alcohol Problems ◽  
School Students ◽  
Problem Alcohol Use ◽  
Problem Alcohol

AbstractTo investigate sex differences in associations between sexual violence victimization (SVV), sexual violence perpetration (SVP), and binge drinking and/or alcohol problems among high school students. While SVV has been linked to problem alcohol use among young women, little research has addressed the unique associations of SVV and SVP on alcohol use/problems within both sexes. A cross-sectional analysis of 16,992 high school students’ self-reports of past-year SVP and SVV was used where SVV/SVP was defined by three tactics (sexual coercion, drug/alcohol-facilitated or incapacitated sex, and physically forced sex). Alcohol measures included past-month binge drinking and past-year alcohol problems. Rates of SVV were twice as high in females (21.2% vs. 13.3%), and SVP rates were twice as high in males (10.9% vs. 5.2%). SVV and SVP were each associated with an increased rate of current binge drinking and problem alcohol use for both sexes, across increasing numbers of SV tactics and within each of three tactics. After controlling for demographic and other risk factors including SVP, drug/alcohol-facilitated or incapacitated SVV was more strongly linked to binge drinking and alcohol problems among females. SVP was more strongly linked to binge drinking and alcohol problems among males (adjusting for SVV and other covariates). No sex differences emerged in associations between coerced or physically forced SVV/SVP and alcohol-related outcomes. Both SVV and SVP are associated with an increased likelihood of binge drinking and alcohol problems for males and females. Important sex differences emerged when SV tactics are considered.

scholarly journals Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder

2020 ◽  
Vol 13 (12) ◽  
pp. 2155-2163
Author(s):  
Leann Smith DaWalt ◽  
Julie Lounds Taylor ◽  
Somer Bishop ◽  
Laura J. Hall ◽  
Jessica Dykstra Steinbrenner ◽  
...  
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
High School Students ◽  
Social Participation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Students ◽  
Students With Autism

The Association Between School Discipline and Self-Control From Preschoolers to High School Students: A Three-Level Meta-Analysis

2020 ◽  
pp. 003465432097916
Author(s):  
Jian-Bin Li ◽  
Shan-Shan Bi ◽  
Yayouk E. Willems ◽  
Catrin Finkenauer
Keyword(s):  
High School ◽  
High School Students ◽  
Individual Differences ◽  
School Environment ◽  
School Discipline ◽  
Meta Analysis ◽  
Self Control ◽  
Self Report ◽  
Effect Sizes ◽  
School Students

Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that effectively develops students’ capacities for self-control. However, existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three school discipline components (i.e., structure, support, and teacher-student relationship) and self-control from preschoolers to high school students. Based on 68 studies reporting 278 effect sizes (N = 57,798), the results revealed that the overall effect size for the association between school discipline and self-control was small to medium (r = .190, p < .001, 95% confidence interval [.151, .229]). Moderator analyses showed that effect sizes were similar in magnitude across school discipline components, gender and age of students, region, report informant of school discipline measures, reliability of school discipline and self-control measures, and research design. The effect sizes were stronger for the studies using self-report measures to assess self-control (compared to studies using observation/tasks or other-informant measures) and for studies that examined general self-control (compared to cognitive self-control). Moreover, the effect sizes for the association between school discipline and social-emotional self-control were stronger for older students. These findings point to the importance of school discipline associated with individual differences in self-control in students from preschool to high school.

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