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

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Gender

What do the researcher's conclude about how we should respond to children's stress?

The researchers concluded that there are four ways in which researchers and policy makers in and beyond schools could help pupils cope with stress, improve motivation and raise achievement. These included:

exploring how gender is affecting attainment means looking at out of school factors, such as, the influences of media, hormones and parents, as well as in school and teaching factors;
it is important to explore whether the vulnerability and distress felt by girls is leading them away from important strategic life choices;
informing both girls and boys about potential careers and supporting them in the choices they need to make in school to achieve them; and
in school-measures to help girls and boys cope better with stress.

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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 What do the researcher's conclude about how we should respond to children's stress? The researchers concluded that there are four ways in which researchers and policy makers in and beyond schools could help pupils cope with stress, improve motivation and raise achievement. These included: exploring how gender is affecting attainment means looking at out of school factors, such as, the influences of media, hormones and parents, as well as in school and teaching factors; it is important to explore whether the vulnerability and distress felt by girls is leading them away from important strategic life choices; informing both girls and boys about potential careers and supporting them in the choices they need to make in school to achieve them; and in school-measures to help girls and boys cope better with stress.