Supporting Academic Engagement in Boys and Girls

被引：11

作者：

Wilcox, Gabrielle ^{[1
]}

McQuay, Jocelyn ^{[1
]}

Blackstaffe, Anita ^{[2
]}

Perry, Rosemary ^{[1
]}

Hawe, Penelope ^{[3
,4
,5
]}

机构：

[1] Univ Calgary, 2500 Univ Dr NW, Calgary, AB T1N 1N4, Canada

[2] Univ Calgary, Cumming Sch Med, Calgary, AB, Canada

[3] Univ Calgary, OBrien Inst Publ Hlth, Calgary, AB, Canada

[4] Univ Sydney, Menzies Ctr Hlth Policy, Sydney, NSW, Australia

[5] Univ Sydney, NHMRC Australian Prevent Partnership Ctr, Sydney, NSW, Australia

来源：

CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY | 2018年 / 33卷 / 03期

关键词：

academic engagement; social support; gender; anxiety; SOCIAL SUPPORT; SCHOOL ENGAGEMENT; STUDENT RELATIONSHIPS; MIDDLE; GENDER; MOTIVATION; CHILDHOOD; ANXIETY; SCALE;

D O I：

10.1177/0829573517703239

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Understanding how social support and anxiety influence academic engagement in boys and girls is important to ensure that we effectively promote academic engagement. This study examined the relationship between gender, social support, anxiety, and academic engagement in elementary and junior high school students. Students in Grades 5 to 9 (N = 1,904) completed self-reports measuring academic engagement, anxiety, and perceived social support from family, friends, and school staff. Results indicated that girls were more likely to perceive social support and to score higher on the anxiety scale than boys were. Grade level was a significant predictor of academic engagement for boys but not for girls, while anxiety classification was a significant predictor of academic engagement for girls but not for boys. This study highlights the importance of understanding the multiple factors that influence academic engagement to provide targeted prevention and intervention strategies and how these factors differ for boys and girls.

引用

页码：179 / 192

页数：14

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