A Longitudinal Analysis of Gender Differences in Academic Self-Concept and Language Achievement: A Multivariate Multilevel Latent Growth Approach.

By Beatrijs De Fraine, Jan Van Damme, Patrick Onghena. 2007

155 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/59d4e9400e2453a8af6423da261bfc8fdd20ce54

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jing Wang
2. E. Glennie
3. Robert Bozick
4. Barry Bai
5. M. Triventi
6. Lin Sophie Teng

In Experimental and Cognitive Psychology

1. E. Glennie
2. Robert Bozick
3. B. Dalton
4. Barry Bai
5. Jing Wang
6. Jeffrey A. Rosen
7. J. Lennon
8. Lin Sophie Teng

Citations in the corpus

• Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, background): “Some researchers have identified a sex gap through grade 10 and a subsequent narrowing thereafter (De Fraine et al., 2007). Furthermore, girls often score higher on achievement tests than boys, although this does not translate into higher self-concepts in math or language (Hay et al., 1998; Herbert ”
• The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, result): “This was not surprising because many studies have found that girls outperformed boys in language learning, (Fraine et al., 2007; Yeung et al., 2011).”