374
Views
19
CrossRef citations to date
0
Altmetric
Original Article

Impact of Attitudes of Peers on Language Achievement: Gender Differences

, , &
Pages 78-90 | Published online: 07 Aug 2010

References

  • Arnot, M., David, M., & Weiner, G. (1999). Closing the gender gap: Postwar education and social change. Cambridge, England: Polity Press.
  • Beyer, S. (1998). Gender differences in self-perception and negative recall biases. Sex Roles, 38, 103-133.
  • Boaler, J., Wiliam, D., & Brown, M. (2000). Students' experiences of ability grouping—disaffection, polarization and the construction of failure. British Educational Research Journal, 26, 631-648.
  • Burns, R. B., & Mason, D. A. (2002). Class composition and student achievement in elementary schools. American Educational Research Journal, 39, 207-233.
  • Caldas, S., & Bankston, C. (1997). Effect of school population socio-economic status on individual academic achievement. The Journal of Educational Research, 90, 269-277.
  • Campbell, E. Q., & Alexander, C. (1965). Structural effects and interpersonal relationships. American Journal of Sociology, 71, 284-289.
  • Clark, A., & Trafford, J. (1995). Boys into modern languages: An investigation of the discrepancy in attitudes and performance between boys and girls in modern languages. Gender & Education, 7, 315-326.
  • Cole, N. S. (1997). The ETS gender study: How females and males perform in educational settings. Princeton, NJ: Educational Testing Service.
  • Connell, R. W. (2002). Gender. Cambridge, England: Polity Press.
  • Dar, Y., & Resh, N. (1994). Separating and mixing students for learning: Concepts and research. Pedagogisch Tijdschrift, 19, 109-126.
  • Davies, J., & Brember, I. (2001). The closing gender gap in attitudes between boys and girls: A 5-year longitudinal study. Educational Psychology, 21, 103-114.
  • Dwyer, C. A., & Johnson, L. M. (1997). Grades, accomplishments, and correlates. In W. Willingham & N. Cole (Eds.), Gender and fair assessment (pp. 127-156). Hillsdale, NJ: Erlbaum.
  • Eccles, J. E., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. I., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives. Psychological and sociological approaches (pp. 75-146). San Francisco: Freeman.
  • Firebaugh, G. (1980). Groups as contexts and frog ponds. New Directions of Methodology of Social and Behavioral Science, 6, 43-52.
  • Francis, B. (1999). Lads, lasses and (new) labour: 14-16-year-old students' responses to the "laddish behaviour and boys' underachievement" debate. British Journal of Sociology of Education, 20, 355-373
  • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
  • Gilbert, R., & Gilbert, P. (1998). Masculinity goes to school. London: Routledge.
  • Glick, W. H. (1985). Conceptualizing and measuring organizational and psychological climate: Pitfalls in multilevel research. Academy of Management Review, 10, 601-616.
  • Gorard, S., Rees, G., & Salisbury, J. (2001). Investigating the patterns of differential attainment of boys and girls at school. British Educational Research Journal, 27, 125-139.
  • Halpern, D. F. (1997). Sex differences in intelligence: Implications for education. American Psychologist, 52, 1091-1102.
  • Hauser, R. M. (1970). Context and consex: A cautionary tale. American Journal of Sociology, 75, 645-654.
  • Head, J. (1999). Understanding the boys: Issues of behaviour and achievement. London: Falmer Press.
  • Hox, J. J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Erlbaum.
  • Jackson, C. (2002). Laddishness as a self-worth protection strategy. Gender & Education, 14, 37-51.
  • Janssen, P. (1982). Vragenlijst studiebeleving [Study experience questionnaire]. Leuven, Belgium: Leuven, Afdeling Psychodiagnostiek en Psychologische Begeleiding, Centrum voor Schoolpsychologie.
  • Kreft, I., & de Leeuw, J. (1998). Introducing multilevel modeling. London: Sage.
  • Lamb, S. (1997). Gender differences in mathematics participation: An Australian perspective. Educational Studies, 23, 105-126.
  • Lancksweerdt, P. (1990). GETLOV (Gemeenschappelijke Testbatterij Lager Onderwijs. Onderzoeksverslag). [Getlov (Common Test Battery Primary Education). Research report.] Deinze, Belgium: P.M.S. 1.
  • Lee, V. (2000). Using hierarchical linear modeling to study social contexts: The case for school effects. Educational Psychologist, 35, 125-141.
  • MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7, 83-104.
  • Manski, C. F. (1993). Identification problems in the social sciences. Sociological Methodology, 23, 1-56.
  • Martino, W. (1999). "Cool boys," party animals," "squids" and "poofers." Interrogating the dynamics and politics of adolescent masculinities in school. British Journal of Sociology of Education, 20, 239-263.
  • McIntyre, T., & Tong, V. (1998). Where the boys are: Do cross-gender misunderstandings of language use and behavior patterns contribute to the overrepresentation of males in programs for students with emotional and behavioral disorders? Education & Treatment of Children, 21, 321-334.
  • Mittelberg, D., & Lev-Ari, L. (1999). Confidence in mathematics and its consequences: Gender differences among Israeli Jewish and Arab youth. Gender & Education, 11, 75-93.
  • Murphy, P., & Elwood, J. (1998). Gendered learning outside and inside the school: Influences on achievement. In D. Epstein, J. Elwood, V. Hey & J. Maw (Eds.), Failing boys: Issues in gender and achievement (pp. 162-181). Buckingham, Philadelphia: Open University Press.
  • Opdenakker, M.-C., & Van Damme, J. (2000). The importance of identifying levels in multilevel analysis: An illustration of the effects of ignoring the top or intermediate levels in school effectiveness research. School Effectiveness and School Improvement, 11, 103-130.
  • Paetcher, C. (1998). Educating the other. Gender, power and schooling. London: Falmer Press.
  • Power, S., Edwards, A., Whitty, G., & Wigfall, V. (1998). Schoolboys and schoolwork: Gender identification and academic achievement. International Journal of Inclusive Education, 2, 135-153.
  • Rasbash, J., Browne, W., Goldstein, H., Yang, M., Plewis, I., Healy, M., et al. (2000). A user's guide to MlwiN. London: Institute of Education.
  • Renold, E. (2001). Learning the "hard" way: Boys, hegemonic masculinity and the negotiation of learner identities in the primary school. British Journal of Sociology of Education, 22, 369-385.
  • Ryan, A. M. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72, 1135-1150.
  • Salisbury, J., & Rees, G. (1999). Accounting for the different attainment of boys and girls at school. School Leadership and Management, 19, 403-427.
  • Scheerens, J., & Bosker, R. (1997). The foundations of educational effectiveness. Oxford: Pergamon.
  • Sewell, T. (1998). Loose canons: Exploding the myth of the "black macho" lad. In D. Epstein, J. Elwood, V. Hey, & J. Maw (Eds.), Failing boys? Issues in gender and achievement (pp. 111-127). Buckingham, England: Open University Press.
  • Smith, J., & Vorst, H. (1982). Schoolvragenlijst voortgezet onderwijs [School questionnaire secondary education]. Nijmegen, The Netherlands: Berkhout Nijmegen.
  • Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced modeling. London: Sage.
  • Stringfield, S. (1994). The analysis of large data bases in school effectiveness research. In D. Reynolds, B. P. M. Creemers, P. S., Nesselroldt, E. C. Schaffer, S. Stringfield, & C. Teddlie (Eds.), Advances in school effectiveness research and practice (pp. 55-72). London: Pergamon Press.
  • Sutherland, M. B. (1999). Gender equity in success at school. International Review of Education, 45, 431-443.
  • Teddlie, C., & Reynolds, D. (2000). International handbook of school effectiveness research. London: Falmer Press.
  • Van Damme, J., De Fraine, B., Van Landeghem, G., Opdenakker, M.-C., & Onghena, P. (2002). A new study on educational differences in secondary schools in Flanders: An introduction. School Effectiveness and School Improvement, 13, 383-397.
  • Van Damme, J., & Onghena, P. (Eds.). (2002). Educational effectiveness in secondary schools in Flanders [Special issue]. School Effectiveness and School Improvement, 13(4).
  • Van den Noortgate, W., Opdenakker, M.-C., & Onghena, P. (2006). The effects of ignoring a level in multilevel analysis. School Effectiveness and School Improvement, 16, 281-303.
  • Van Houtte, M. (2004). Why boys achieve less at school than girls: The difference between boys' and girls' academic culture. Educational Studies, 30, 159-173.
  • Walsh, M., Hickey, C., & Duffy, J. (1999). Influence of item content and stereotype situation on gender differences in mathematical problem solving. Sex Roles, 41, 219-240.
  • Warrington, M., Younger, M., & Williams, J. (2000). Students attitudes, image and the gender gap. British Educational Research Journal, 26, 393-407.
  • Weaver-Hightower, M. B. (2003). Crossing the divide: Bridging the disjunctures between theoretically oriented and practice-oriented literature about masculinity and boys at school. Gender & Education, 15, 408-423.
  • Whitelaw, S., Milosevic, L., & Daniels, S. (2000). Gender, behaviour and achievement: A preliminary study of student perceptions and attitudes. Gender & Education, 12, 87-113.
  • Wright, C., Weekes, D., & McGlaughin, A. (2000). "Race," class and gender in exclusion from school. London: Falmer Press.
  • Younger, M., & Warrington, M. (1996). Differential achievement of girls and boys at GCSE: Some observations. Perspective of one school. British Journal of Sociology of Education, 17, 299-314.
  • Zimowski, M. F., Muraki, E., Mislevy, R. J., & Bock, R. D. (1994). BIMAINTM2: Multiple-group IRT analysis and test maintenance for binary outcomes. Chicago: Scientific Software International.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.