School engagement and language achievement: A longitudinal study of gender differences across secondary school

Merrill-Palmer Quarterly

Volumn 55, Issue 4, 2009, Pages 373-405

  Van De Gaer, Eva ^a,b   Pustjens, Heidi ^a,c   Van Damme, Jan ^a,c   De Munter, Agnes ^a,d  

^a UNIVERSITY OF LEUVEN   (Belgium)

^b Australian Council for Educational Research   (Australia)

^c Centre for Educational Effectiveness and Evaluation   (Belgium)

^d Research Centre Women and Education   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 73149099613     PISSN: 0272930X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (58)

1. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
2. Arnot, M., David, M., & Weiner, G. (1999). Closing the gender gap: Postwar education and social change. Cambridge, UK: Polity.
3. Barnett, R. C., & Rivers, C. (2006). The boy crisis-fact or myth? Teachers College Record, October 2.
4. Barrett, P. (2007). Structural equation modelling: Adjudging model fit. Structural Equation Modeling, 42(5), 815-824.
5. Burgess, S., McConnell, B., Propper, C., & Wilson, D. (2004). Girls rock, boys roll: An analysis of the age 14-16 gender gap in English schools. Scottish Journal of Political Economy, 51, 209-229.
6. Clark, A., & Trafford, J. (1995). Boys into modern languages: An investigation of the discrepancy in attitudes and performance between boys and girls in modern languages. Gender & Education, 7, 315-325.
7. Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Hillsdale, NJ: Erlbaum.
8. Cole, N. S. (1997). The ETS gender study: How females and males perform in educational settings. Princeton, NJ: Educational Testing Service.
9. Cole, T. J., & Green, P. J. (1992). Smoothing reference centiles curves: The LMS method and penalized likelihood. Statistics in Medicine, 11, 1305-1319.
10. Coley, R. J. (2003). Growth in school revisited: Achievement gains from the fourth to the eighth grade. Princeton, NJ: Educational Testing Service.
11. Davies, J., & Brember, I. (2001). The closing gender gap in attitudes between boys and girls: A 5 year longitudinal study. Educational Psychology, 21, 103-114.
12. Downey, D. B., & Yuan, A. S. V. (2005). Sex differences in school performance during high school: Puzzling patterns and possible explanations. Sociological Quarterly, 46, 299-321.
13. Eccles, J. S., & Midgley, C. M. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education (pp. 139-186). San Diego: Academic Press.
14. Eccles, J. S., Midgley, C., Wigfield, M., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in school and in families. American Psychologist, 48, 90-101.
15. Engels, N., Aelterman, A., Van Petegem, K., & Schepens, A. (2004). Factors which influence the well-being of pupils in Flemish secondary schools. Educational Studies, 30, 127-143.
16. Fan, X., Thompson, B., & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6, 56-83.
17. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
18. Finn, J. D. (1993). School engagement and students at risk. Washington, DC: National Center for Education Statistics.
19. Finn, J. D., & Voelkl, K. E. (1993). School characteristics related to student engagement. Journal of Negro Education, 62, 249-268.
20. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of evidence. Review of Educational Research, 74, 59-109.
21. Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence. Developmental Psychology, 38(4), 519-533.
22. Freudenthaler, H., Spinath, B., & Neubauer, A. (2008). Predicting school achievement in boys and girls. European Journal of Personality, 22, 231-245.
23. Hill, P. W., & Russell, V. J. (1999). Systemic, whole-school reform of the middle years of schooling. In R. J. Bosker, B. P. M. Creemers, & S. Stringfield (Eds.), Enhancing educational excellence, equity and efficiency: Evidence from evaluations of systems and schools in change (pp. 167-196). Dordrecht: Kluwer Academic.
24. Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424-453.
25. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
26. Hyde, J. S., & Kling, K. C. (2001). Women, motivation, and achievement. Psychology of Woman Quarterly, 25, 364-378.
27. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
28. Janssen, P. (1982). Vragenlijst studiebeleving [Study experience questionnaire]. Leuven: K.U.Leuven, Afdeling Psychodiagnostiek en Psychologische Begel - eiding, Centrum voor Schoolpsychologie.
29. Johnson, W., McGue, M., & Iacono, W. G. (2005). Disruptive behavior and school grades: Genetic and environmental relations in 11-years-olds. Journal of Educational Psychology, 97, 391-405.
30. Kaplan, D. (2000). Structural equation modeling: Foundations and extensions. Thousand Oaks, CA: Sage.
31. Kiplinger, V. L. (2004). Longitudinal study of student growth in reading, writing, mathematics achievement in thirty-six Colorado public school district, Phase II: Final Report. Retrieved on June 5, 2009, from http://matrix10.asd20. org/ lssg/phase2/Phase2Report.pdf.
32. Kolaweski-Jones, L., & Duncan, G. J. (1999). The structure of achievement and behaviour across middle childhood. Child Development, 70, 930-943.
33. Lamb, S. (1997). Gender differences in mathematics participation: An Australian perspective. Educational Studies, 23, 105-126. (Pubitemid 127154127)
34. Marks, G. N. (2008). Accounting for the gender gaps in student performance in reading and mathematics: Evidence from 31 countries. Oxford Review of Education, 34(1), 89-109.
35. Maruyama, G. M. (1998). Basics of structural equation modeling. Thousand Oaks, CA: Sage.
36. Mead, S. (2006). The truth about boys and girls. Washington, DC: Education Sector.
37. Muthén , B. O., & Khoo, S.-T. (1998). Longitudinal studies of achievement growth using latent variable modeling. Learning and Individual Differences, 10, 73-101.
38. Muthén, L. K., & Muthén, B. O. (1998-2004). Mplus user's guide. Los Angeles, CA: Muthén and Muthén.
39. Newkirk, T. (2002). Misreading masculinity: Boys, literacy, and popular culture. Portsmouth, NH: Heinemann.
40. Olson, L. (2002). Detachment starts in middle schools, study finds. Education Week, 21, 9.
41. Peugh, J. L., & Enders, C. K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74, 525-556.
42. Sayer, A. G., & Willett, J. B. (1998). A cross-domain model for growth in adolescent alcohol expectancies. Multivariate Behavioural Research, 33, 509-543.
43. Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorn, NY: Aldine de Gruyler.
44. Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. Oxford: Oxford University Press.
45. Smits, J., & Vorst, H. (1982). Schoolvragenlijst voortgezet onderwijs [School questionnaire secondary education]. Nijmegen, Netherlands: Berkhout Nijmegen.
46. Stoel, R. D., Peetsma, T. T. D., & Roeleveld, J. (2003). Relations between the development of school investment, self-confidence, and language achievement in elementary education: A multivariate latent growth curve approach. Learning and Individual Differences, 13, 313-333.
47. Stowe, R. M., Arnold, D. H., & Ortiz, C. (2000). Gender differences in the relationship of language development to disruptive behaviour and peer relationships in preschoolers. Journal of Applied Developmental Psychology, 20, 521-536.
48. Sum, A., Kirsch, I., & Taggert, R. (2002). The twin challenges of mediocrity and inequality: Literacy in the U.S. from an international perspective. Princeton, NJ: Policy Information Report Educational Testing Service. Available at http://www.ets.org/Media/Research/pdf/PICTWIN.pdf.
49. Van Damme, J., & Onghena, P. (Eds.) (2002). Educational effectiveness in secondary schools in Flanders [Special issue]. School Effectiveness and School Improvement, 13(4).
50. Van de gaer, E., Pustjens, H., Van Damme, J., & De Munter, A. (2007). Impact of attitudes of peers on language achievement: Gender differences. Journal of Educational Research, 101(2), 78-90.
51. Van Schooten, E., de Glopper, K., & Stoel, R. D. (2004). Development of attitude toward reading adolescent literature and literacy reading behaviour. Poetics, 32, 343-386.
52. Walsh, M., Hickey, C., & Duffy, J. (1999). Influence of item content and stereotype situation on gender differences in mathematical problem solving. Sex Roles, 41, 219-240.
53. Watt, H. M. G. (2004a). Boys and English: Do boys " disengage " from English through secondary school? Paper presented at the 3rd International Biennial SELF Research Conference, Berlin, July 2004.
54. Watt, H. M. G. (2004b). Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students. Child Development, 75, 1556-1574.
55. Whitelaw, S., Milosevic, L., & Daniels, S. (2000). Gender, behaviour and achievement: A preliminary study of pupil perceptions and attitudes. Gender & Education, 12, 87-113.
56. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
57. Wigfield, A., Harold, R. D., Freedman-Doan, C., Eccles, J. S., Suk Yoon, K., Arbetron, A. J. A., & Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values cross the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469.
58. Zimowski, M. F., Muraki, E., Mislevy, R. J., & Bock, R. D. (1994). BIMAINTM2: Multiple-group IRT analysis and test maintenance for binary outcomes. Chicago: Scientific Software International.