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

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Gender

How was the research designed?

The data for this study were collected as part of the University of Illinois Self-Evaluation Project. It focused on an American mid-west state elementary school in a lower to middle-class school district and a single sample group of 932 school children (466 girls, 466 boys) moving into adolescence between fourth, fifth and sixth grades, aged nine to thirteen. Data were collected at the beginning, middle and end of the academic year.

The researchers used school test results to provide information about the pupils' academic performance in the four central school topics - science, English, maths and humanities. The children's mental distress was analysed using measures of children's perceptions of how good they were, their self-esteem, worry about academic performance, anxiety and depression.

The data were statistically analysed using a mixed-model multivariate analysis of variance (MANOVA) method and the findings used to measure differences between boys and girls.

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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 view/remove/add notes and save your 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 How was the research designed? The data for this study were collected as part of the University of Illinois Self-Evaluation Project. It focused on an American mid-west state elementary school in a lower to middle-class school district and a single sample group of 932 school children (466 girls, 466 boys) moving into adolescence between fourth, fifth and sixth grades, aged nine to thirteen. Data were collected at the beginning, middle and end of the academic year. The researchers used school test results to provide information about the pupils' academic performance in the four central school topics - science, English, maths and humanities. The children's mental distress was analysed using measures of children's perceptions of how good they were, their self-esteem, worry about academic performance, anxiety and depression. The data were statistically analysed using a mixed-model multivariate analysis of variance (MANOVA) method and the findings used to measure differences between boys and girls.