Transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy

被引:40
作者
Vantieghem, Wendelien [1 ]
Vermeersch, Hans [1 ]
Van Houtte, Mieke [1 ]
机构
[1] Univ Ghent, Dept Sociol, B-9000 Ghent, Belgium
关键词
Gender identity; Intrasexual differences; Educational gender gap; Self-efficacy; SCHOOL-STUDENTS; POSSIBLE SELVES; ACHIEVEMENT; GIRLS; MOTIVATION; BOYS; MASCULINITY; BELIEFS; PERCEPTIONS; ADOLESCENCE;
D O I
10.1016/j.cedpsych.2014.10.001
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Educational gender gap research tends to focus on differences between boys' and girls' achievement. However, substantial variation exists within the sexes concerning this educational achievement. In this study, we investigate the inter- and intrasexual differences in academic self-efficacy in a sample of 6380 Flemish seventh graders collected in the school year 2012-2013.10 adequately consider masculinity and femininity on a micro level, we employ the concept of gender identity. Results show that considerable inter- and intrasexual differences exist. In line with the educational gender gap, girls scoring high on self-perceived femininity are at the top of the pack. Self-perceived masculine boys score considerably lower on academic self-efficacy; however, they still do much better than cross-gender boys and girls. The poor results of boys and girls who perceive themselves to be gender atypical are partly explained by the students' lower well-being. The results are discussed in light of masculinity and femininity. (C) 2014 Elsevier Inc. All rights reserved.
引用
收藏
页码:369 / 378
页数:10
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