Making the grade but feeling distressed: gender differences in academic performance and internal distress

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Gender

Authors

Pomerantz, Eva, University of Illinois,
Ellen Rydell Altermatt, Michigan State University,
Jill Saxon, University of Illinois

Publisher

Journal Of Educational Psychology 2002, Vol.94, pp396-404

Introduction

Introduction: Are girls higher achievers but suffering more stress at school?

Educational researchers and practitioners from the UK and the US are well aware that girls' achievement has increased relative to boys in recent years. But is this the whole picture? The authors of this US study set out to discover what motivates girls and boys to achieve in school and whether success came at the price of higher mental stress. The study looked at the test grades of 932 Elementary School children, aged nine to thirteen, in four subject areas, maths, science, English and humanities, three times in one year. The children's mental stress levels were also measured during the same period. The researchers found that girls were generally more vulnerable to mental distress than boys yet performed better at school.

Keywords
USA; Motivation; Girls; Boys; Achievement; Gender; Self-esteem; Self-concepts; Stereotypes; Pupils; Stress; Key Stage 2; Key Stage 3; Primary schools; Secondary schools

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers aim to do? What did the research find? Why do girls suffer more stress than boys but perform better at school? How was the research designed? What do the researcher's conclude about how we should respond to children's stress? Implications Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Making the grade but feeling distressed: gender differences in academic performance and internal distress This digest found in Gender Send to a friend Word doc 110KB Printer friendly Collate for later Authors Pomerantz, Eva, University of Illinois, Ellen Rydell Altermatt, Michigan State University, Jill Saxon, University of Illinois Publisher Journal Of Educational Psychology 2002, Vol.94, pp396-404 Introduction Introduction: Are girls higher achievers but suffering more stress at school? Educational researchers and practitioners from the UK and the US are well aware that girls' achievement has increased relative to boys in recent years. But is this the whole picture? The authors of this US study set out to discover what motivates girls and boys to achieve in school and whether success came at the price of higher mental stress. The study looked at the test grades of 932 Elementary School children, aged nine to thirteen, in four subject areas, maths, science, English and humanities, three times in one year. The children's mental stress levels were also measured during the same period. The researchers found that girls were generally more vulnerable to mental distress than boys yet performed better at school. Keywords USA; Motivation; Girls; Boys; Achievement; Gender; Self-esteem; Self-concepts; Stereotypes; Pupils; Stress; Key Stage 2; Key Stage 3; Primary schools; Secondary schools