Publication Date
| In 2024 | 1 |
| Since 2023 | 1 |
| Since 2020 (last 5 years) | 4 |
| Since 2015 (last 10 years) | 11 |
| Since 2005 (last 20 years) | 12 |
Descriptor
| Gender Differences | 12 |
| Foreign Countries | 8 |
| Grade 6 | 6 |
| Grade 7 | 4 |
| Grade 8 | 4 |
| Grade 9 | 4 |
| Mathematics Achievement | 4 |
| Academic Achievement | 3 |
| Correlation | 3 |
| Elementary School Students | 3 |
| Grade 5 | 3 |
| More ▼ | |
Source
| British Journal of… | 12 |
Author
| Martinot, Delphine | 2 |
| Verniers, Catherine | 2 |
| Basnett, Julie | 1 |
| Becherer, Julia | 1 |
| Care, Esther | 1 |
| Cefai, Carmel | 1 |
| Chaffee, Kathryn Everhart | 1 |
| De Fraine, Bieke | 1 |
| Dompnier, Benoît | 1 |
| Duck, Robert | 1 |
| Farrell, Peter | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 12 |
| Reports - Research | 11 |
| Information Analyses | 1 |
Education Level
| Middle Schools | 12 |
| Elementary Education | 9 |
| Junior High Schools | 9 |
| Secondary Education | 9 |
| Intermediate Grades | 7 |
| Grade 6 | 6 |
| High Schools | 5 |
| Grade 7 | 4 |
| Grade 8 | 4 |
| Grade 9 | 4 |
| Grade 5 | 3 |
| More ▼ | |
Audience
Location
| Canada | 2 |
| China | 2 |
| Asia | 1 |
| Austria | 1 |
| China (Beijing) | 1 |
| Cyprus | 1 |
| Estonia | 1 |
| France | 1 |
| Greece | 1 |
| Hong Kong | 1 |
| Malta | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKexin Qin; Ji Zhou; Yehui Wang – British Journal of Educational Psychology, 2024
Background: Learning is a self-regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the…
Descriptors: Learning Strategies, Reading Strategies, Grade 4, Grade 6
Plante, Isabelle; Lecours, Véronique; Lapointe, Raphaël; Chaffee, Kathryn Everhart; Fréchette-Simard, Catherine – British Journal of Educational Psychology, 2022
Background: When exposed to evaluative situations, up to 40% of students develop test anxiety, reflected, namely, by extensive worry, intrusive thoughts, and physiological arousal. Though the negative influence of test anxiety on later school performance is well documented, the role of students' initial achievement in the development of later test…
Descriptors: Prior Learning, Secondary School Students, Test Anxiety, Mathematics Achievement
Harris, Danielle; Lowrie, Tom; Logan, Tracy; Hegarty, Mary – British Journal of Educational Psychology, 2021
Background: The role of gender in both spatial and mathematics performance has been extensively studied separately, with a male advantage often found in spatial tasks and mathematics from adolescence. Spatial reasoning is consistently linked to mathematics proficiency, yet despite this, little research has investigated the role of spatial…
Descriptors: Spatial Ability, Problem Solving, Mathematics Achievement, Number Concepts
Becherer, Julia; Köller, Olaf; Zimmermann, Friederike – British Journal of Educational Psychology, 2021
Background: Although many studies have suggested that students' externalizing (aggressive and rule-breaking) behaviour is detrimental to their academic achievement, the underlying mechanisms have rarely been investigated. Aims: We conducted a longitudinal investigation of whether the negative relation between externalizing behaviour and academic…
Descriptors: Student Behavior, Behavior Problems, Correlation, Academic Achievement
Li, Meijuan; Zhang, Yongmei; Liu, Hongyun; Hao, Yi – British Journal of Educational Psychology, 2018
Background: The topic of gender differences in mathematical performance has received considerable attention in the fields of education, sociology, economics and psychology. Aims: We analysed gender differences based on data from the Beijing Assessment of Educational Quality in China. Sample: A large data set of Grade 5 and Grade 8 students who…
Descriptors: Foreign Countries, Gender Differences, Mathematics Achievement, Meta Analysis
Lam, Shui-fong; Jimerson, Shane; Shin, Hyeonsook; Cefai, Carmel; Veiga, Feliciano H.; Hatzichristou, Chryse; Polychroni, Fotini; Kikas, Eve; Wong, Bernard P. H.; Stanculescu, Elena; Basnett, Julie; Duck, Robert; Farrell, Peter; Liu, Yi; Negovan, Valeria; Nelson, Brett; Yang, Hongfei; Zollneritsch, Josef – British Journal of Educational Psychology, 2016
Background: A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. Aims: This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these…
Descriptors: Foreign Countries, Comparative Education, Learner Engagement, Cross Cultural Studies
Kollerová, Lenka; Smolík, Filip – British Journal of Educational Psychology, 2016
Background: Past research has shown that peer victimization by bullying is associated with peer rejection and fear of victimization, but little is known about the interplay between victimization and other characteristics in the prediction of these experiences. We assume that the associations between victimization and peer rejection/fear of…
Descriptors: Peer Relationship, Victims, Bullying, Peer Acceptance
Verniers, Catherine; Martinot, Delphine; Dompnier, Benoît – British Journal of Educational Psychology, 2016
Background: The feminization of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys' masculine features. Aims: The feminization of school hypothesis lacks empirical evidence. The aim of this study was to test this hypothesis by examining the extent…
Descriptors: Junior High School Students, High School Students, Gender Differences, Femininity
Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke – British Journal of Educational Psychology, 2015
Background: The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. Aims: This study investigated, for Dutch language classes, (1) how boys and…
Descriptors: Gender Differences, Learner Engagement, Indo European Languages, Student Behavior
Verniers, Catherine; Martinot, Delphine – British Journal of Educational Psychology, 2015
Background: Endorsing an entity theory of intelligence has negative effects on students' academic trajectories. Research focused on students' personal theories of intelligence has shown that girls are more likely than boys to hold an entity theory of intelligence. However, no study has examined the possibility of a gender stereotype basis for this…
Descriptors: Beliefs, Social Attitudes, Secondary School Students, Knowledge Level
Mok, Magdalena M. C.; McInerney, Dennis M.; Zhu, Jinxin; Or, Anthony – British Journal of Educational Psychology, 2015
Background: A number of methods to investigate growth have been reported in the literature, including hierarchical linear modelling (HLM), latent growth modelling (LGM), and multidimensional scaling applied to longitudinal profile analysis (LPAMS). Aims: This study aimed at modelling the mathematics growth of students over a span of 6 years from…
Descriptors: Mathematics Achievement, Achievement Gains, Longitudinal Studies, Grade 3
Vista, Alvin; Care, Esther – British Journal of Educational Psychology, 2011
Background: Research on gender differences in intelligence has focused mostly on samples from Western countries and empirical evidence on gender differences from Southeast Asia is relatively sparse. Aims: This article presents results on gender differences in variance and means on a non-verbal intelligence test using a national sample of public…
Descriptors: Evidence, Intelligence, Investigations, Females
