Predicting school achievement in boys and girls

By H. Freudenthaler, Birgit Spinath, Aljoscha C. Neubauer. 2008

196 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/003c7be22f6ddc225e616b11f56c5b4db1a07d7b

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

General Growth Mixture Analysis of Adolescents' Developmental Trajectories of Anxiety: The Impact of Untested Invariance Assumptions on Substantive Interpretations (2011, background): “These results are likely related to the greater proportion of boys in the nonanxious class, as girls are known to present higher levels of depression (Angold & Worthman, 1993; Bebbington, 1996) and GPA (Freudenthaler et al., 2008).”
Classroom environment, achievement goals and maths performance: gender differences (2013, background): “Other studies found that boys are more performance-approach oriented (Middleton and Midgley 1997 ; Freudenthaler, Spinath, and Neubauer 2008 ) and performance-avoidance oriented than girls (Shim, Ryan, and Anderson 2008 ).”
Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “Regarding goals, girls achieve slightly higher scores in learning goals (d = −0.24 to 0.04; e.g. Freudenthaler, Spinath, and Neubauer 2008; Nie and Liem 2013; Steinmayr and Spinath 2008), whereas boys have weakly to moderately higher work-avoidance scores (d = 0.16–0.54; e.g. Freudenthaler,…”
A Personal Resource for Technology Interaction: Development and Validation of the Affinity for Technology Interaction (ATI) Scale (2019, methodology): “Regarding reliability, Cronbach ’ s alpha is not a meaningful reliability indicator for this scale given the specific scale design with the objective to broadly cover the sub-facets with two items (for details see Freudenthaler, Spinath, & Neubauer, 2008; Rammstedt & John, 2007).”
Sex differences in secondary school success: why female students perform better (2013, background): “School anxiety plays a role in determining academic success in boys, whereas work avoidance is an issue for girls (Freudenthaler et al. 2008).”
Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents (2016, result): “This result is comparable to findings of studies in similar populations; in nonselective schools where intelligence is not (yet) range-restricted (Freudenthaler et al., 2008; Laidra et al., 2007).”