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ERIC Number: EJ777132
Record Type: Journal
Publication Date: 2007
Pages: 30
Abstractor: Author
Reference Count: 68
ISSN: ISSN-0272-4316
Coping with Academic Failure: Gender Differences in Students' Self-Reported Interactions with Family Members and Friends
Altermatt, Ellen Rydell
Journal of Early Adolescence, v27 n4 p479-508 2007
This study examined gender differences in the interactions early adolescent students report having with significant others following academic failure and the consequences of these interactions for student worry. The 5th- through 8th-grade students (N = 297) reported on their general strategies for coping with academic failure, the nature of their everyday interactions with family members and friends following failure, and their levels of academic worry. Gender differences emerged in students' reports of their postfailure interactions and the consequences of these interactions for student worry. The findings are consistent with evidence that girls' interactions are more supportive than boys' interactions but that these seemingly supportive interactions may lead to some negative rather than positive outcomes, including worry. (Contains 3 figures, 3 tables, and 3 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: Michigan State Univ., East Lansing.; National Science Foundation, Arlington, VA.
Authoring Institution: N/A