Making the Grade but Feeling Distressed: Gender Differences in Academic Performance and Internal Distress

By E. Pomerantz, Ellen Altermatt, J. Saxon. 2002

524 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4a6e33be8a7c690e8fc4aeca40295ceea3f76e7c

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In Clinical Psychology

In Education

Citations in the corpus

Evaluating the First Year Experience: Students' Knowledge, Attitudes, and Behaviors (2008, background): “It has been suggested that while younger females, on average, achieve higher academic grades than males, they also are susceptible to increased internal distress and anxiety related to academic preparation and performance (Pomerantz et al., 2002).”
Self-discipline gives girls the edge : Gender in self-discipline, grades, and achievement test scores (2006, background): “Why do girls get better grades than boys? Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects, including math and science (American Association of University Women Educational Foundation [AAUWEF], 1998; N. S. Cole, 1997; Pomerantz, Altermatt, & S”
Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion (2008, background): “Several studies have suggested that anxiety has a deleterious effect on academic achievement (Duchesne et al. 2005; Ialongo et al. 1995 ;M a1999; Normandeau and Guay 1998; Pomerantz et al. 2002; Seipp 1991; Wood 2006; Woodward and Fergusson 2001).”
Study engagement and burnout profiles among Finnish higher education students (2017, background): “However, females also experience higher levels of stress (e.g., Ge, Lorenz, Conger, Elder, & Simons, 1994; Reiseberg, 2000), school burnout (Kiuru, Aunola, Nurmi, Leskinen & Salmela-Aro, 2009) and internalized symptoms (e.g., Pomerantz et al., 2002) compared to males.”
An Investigation of Factors Affecting Gender Differences in Standardized Math Performance: Results from U.S. and Hong Kong 15 Year Olds (2009, background): “It has been well documented that girls performed as well as or even better than boys in math as measured by classroom assessments in secondary school (Crosnoe et al., 2008; Pomerantz et al., 2002).”
How Academic Achievement, Attitudes, and Behaviors Relate to the Course of Substance Use During Adolescence: A 6-Year, Multiwave National Longitudinal Study (2003, background): “Generally, girls’ academic selfperceptions are lower than boys’ self-perceptions, even though girls’ reports of achievement are higher (Frome & Eccles, 1998; Pomerantz et al., 2002); therefore, gender differences may exist in the association between motivational beliefs and substance use, aswell.”
Cross-national patterns of gender differences in mathematics: a meta-analysis. (2010, result): “The intuitively contradictory finding of gender similarities in achievement and gender differences in attitudes and affect is consistent with previous research (Hyde, Fennema, & Lamon, 1990; Hyde, Fennema, Ryan, et al., 1990; Pomerantz et al., 2002) and may be influenced by a variety of factors.”