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Teacher’s Assessment of Gender Differences in School Performance, Social Skills, and Externalizing Behavior From Fourth Through Seventh Grade
Journal of Education Pub Date : 2021-07-14 , DOI: 10.1177/00220574211025071
Terje Ogden 1 , Asgeir Olseth 1 , Mari-Anne Sørlie 1 , Silje Hukkelberg 1
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Gender differences in teacher ratings of academic performance, social skills, and externalizing behavior were examined from fourth through seventh grade in a group of 1,023 students from 65 primary schools. Cohen’s d and t tests and were used to report the magnitude of gender differences, and structural equation modeling was used to evaluate cross-domain influences in latent cascade models. Girls received significantly more positive teacher ratings than boys, but the differences leveled more out in the social and behavioral domain than in the academic. Teacher assessments of academic performance predicted future social skills to a larger extent than vice versa for both genders.



中文翻译:

教师对四年级到七年级在学校表现、社交技能和外化行为方面的性别差异的评估

对来自 65 所小学的 1,023 名学生从四年级到七年级进行了教师对学业成绩、社交技能和外化行为的评分的性别差异。Cohen 的dt检验用于报告性别差异的大小,结构方程模型用于评估潜在级联模型中的跨域影响。女孩获得的教师评分明显高于男孩,但在社会和行为领域的差异比在学术领域更趋平缓。教师对学业成绩的评估在更大程度上预测了未来的社会技能,反之亦然。

更新日期:2021-07-14
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