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Direct linkManu, Mari; Torppa, Minna; Vasalampi, Kati; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka – Reading Research Quarterly, 2023
The gender difference in reading achievement in favor of adolescent girls is a robust finding in the literature, but the evidence is mixed when considering younger children. The present study followed the development of reading skills among Finnish children (N = 1867) from kindergarten age (6 years) to 18 years of age to determine the onset of…
Descriptors: Student Development, Elementary Secondary Education, Sex Role, Parent Background
Sáinz, Milagros; Solé, Jordi; Fàbregues, Sergi; García-Cuesta, Sara – SAGE Open, 2021
This study examines Spanish secondary school teachers' views of gender differences in academic achievement and study choices. Thirty-six secondary school teachers participated in semi-structured interviews. Most teachers acknowledged that girls had better school performance, particularly in reading comprehension. Some were also acquainted with a…
Descriptors: Secondary School Teachers, Secondary School Students, Teacher Attitudes, Student Interests
Plieninger, Hansjörg; Dickhäuser, Oliver – Educational Psychology, 2015
Academic self-concept is positively related to individual achievement but negatively related to class- or school-average achievement: the big-fish--little-pond effect (BFLPE). This contrast effect results from social comparison processes. The BFLPE is known to be long-lasting, universal and robust. However, there is little evidence regarding its…
Descriptors: Foreign Countries, Academic Achievement, Self Concept, Class Rank
