Gender differences in factors affecting academic performance of high school students

Procedia - Social and Behavioral Sciences

Volumn 15, Issue , 2011, Pages 1040-1045

  Ghazvini, Sayid Dabbagh ^a   Khajehpour, Milad ^a  

^a ISLAMIC AZAD UNIVERSITY   (Iran)

Author keywords

Academic performance; Academic self concept; Gender differences; Learning strategies; Locus of control; Motivational variables

Indexed keywords

EID: 84858762696     PISSN: 18770428     EISSN: None     Source Type: Conference Proceeding    
DOI: 10.1016/j.sbspro.2011.03.236     Document Type: Conference Paper

References (35)

1. Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence and grades across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298.
2. Bandura, A. (1986). Social Foundations of Thought and Action. A Social Cognitive Theory. NJ: Prentice-Hall, Englewood Cliffs.
3. Burgner, D., & Hewstone, M. (1993). Young children's causal attributions for success and failure: "self-enhancing boys" and "self-derogating girls". British Journal of Developmental Psychology, 11, 125-129.
4. Byrne, B. (1984). The general/academic self-concept nomological network: A review of construct validation research. Review of Educational Research, 54, 427-456.
5. Demellow, L. R., & Imms, T. (1999). Self-esteem, locus of control, and coping styles and their relationship to school attitudes of adolescents Psychological Studies, 44, pp. 24-34.
6. Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A Meta-Analysis. Elementary School Journal, 101(3), 303-329.
7. Gabelko, N. H. (1997). Age and gender differences in global, academic, social and athletic self-concepts in academically talented students. Paper presented at the Annual Meeting of the American Educational Research Association: Chicago.
8. Georgiou, S. (1999). Achievement attributions of sixth grade children and their parents. Educational Psychology, 19, 399-412.
9. Gomez, R. (1998). Locus of control and avoidant coping: Direct, interactional and meditational effects on maladjustment in adolescents. Personality and Individual Differences, 24, pp. 325-334.
10. Gomez, R. (1997). Locus of control and type a behavior pattern as predictors of coping styles among adolescents. Personality and Individual Differences, 23, pp. 391-398.
11. Gurney, P. (1988). Self-Esteem in Children with Special Educational Needs. London: Routledge.
12. Hilke, E. V., & Conway, G. C. (1994). Gender equity in education. Indiana: Reports-Descriptive.
13. Lightbody, P., Siann, G., Stocks, R., & Walsh, D. (1996). Motivation and attribution at secondary school: the role of gender. Educational Studies, 22, 13-25.
14. Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson Model. Journal of Educational Psychology, 84(I), 35-42.
15. Miller, B.R., Behrens, J.T., Green, B.A., & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation and persistence. Contemporary Educational Psychology, 18, 2-14.
16. Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning. Learning and individual differences, 11, 153-171.
17. Peterson, C., Maier, S.F. & Seligman, M. E. P. (1993). Learned helplessness: A theory for the age of personal control. Oxford University Press, New York.
18. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R Pintrich & M. Zeidner (eds.), Handbook of self-regulation: Theory, research and applications (p. 451-502). San Diego, CA: Academic Press.
19. Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
20. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom performance. Journal of Educational Psychology, 82, 33-40.
21. Reyes, L. H. (1984). Affective Variables and Mathematics Education. Elementary School Journal, 84, 558-581.
22. Rothbaum, F., Weisz, J. R. & Snyder, S. S. (1982). Changing the world and changing the self: A two-process model of perceived control. Journal of Personality and Social Psychology, 42 1, pp. 5-37.
23. Rotter, J. B. (1966a). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, pp. 1-28.
24. Rotter, J. B. (1966b). Internal - External Locus of Control Scale (I.E.). Assess locus of control dimension of personality: Internal or external.
25. Ruohotie, P. (2002). Motivation and self-regulation in learning. In H. Niemi, & P. Ruohotie (Eds.), Theoretical Understandings for Learning in the Virtual University. Saarijärvi, Finland:. Saarijärven Offset Oy.
26. Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development Serial # 254, 64, pp. 1-231.
27. Strein, W. (1993). Advances in research on academic self-concept: Implications for school psychology. School Psychology Review, 22, 273-284.
28. Shute, G. E., Howard, M. M. & Steyaert, J. P. (1984). The relationships among cognitive development, locus of control, and gender. Journal of Research in Personality, 18, pp. 335-341.
29. Tessmer, M., & Jonassen, D. (1988). Learning strategies: a new instructional technology. In D. Harris (Ed.). World yearbook of education 1988: Education for the new technologies. London: Kogan Page.
30. Weinstein, C. E., Husman, J., & Dierking, D. R. (2005). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, Pintrich, P. R., & M. Zeidner (Eds.). Handbook of Self-Regulation. Burlington, MA: Elsevier Academic Press.
31. Weinstein, C. E. (1994) "Strategic Learning/Strategic Teaching: Flip Sides of a Coin", In P. R. Pintrich, D. R. Brown, and C. E. Weinstein (Eds.) Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie, (pp. 257-273). Hillsdale, NJ: Erlbaum.
32. Weinstein, C. E. (1987). LASSI (Learning and Study Strategies Inventory). Clearwater, FL: H&H Publishing Company.
33. Weisz, J. R., & Stipek, D. J. (1982). Competence, contingency, and the development of perceived control. Human Development 25, pp. 250-281.
34. Zimmerman, B. J. (2005). Attaining self-regulation: a social cognitive perspective. In M. Boekaerts, Pintrich, P. R., & M. Zeidner (Eds.). Handbook of Self-Regulation. Burlington, MA, USA, Elsevier Academic Press.
35. Zimmerman, B.J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.