Browsing by Subject "Sex differences in education"
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Item The connection between academic achievement and dpression among adolescent girls and boys(2008-12) Callicoatte, Alison Noel, 1970-; Crosnoe, RobertThis dissertation applies the life course framework to understanding gender differences in the connection between academic performance and mental health. The premise for this study is based on the paradox that girls perform better in school but get less of a boost to their sense of well being from their achievement relative to boys. The life course perspective focuses both on how different pathways, such as academics and mental health, intertwine and the need to study important transitions, such as the transition from adolescence to young adulthood. This research addresses this transition by considering the consequences of the gender paradox on college enrollment and persistence. The quantitative analyses utilize Waves I, II, and III of the National Longitudinal Study of Adolescent Health (Add Health). Results indicate that academic performance and depression were positively correlated for girls and negatively correlated for boys. Adolescent gender differences in depression are driven by the high achieving segment of the student population because girls tend to get less of a mental health boost from earning good grades across the board. This is especially pronounced in high school. The end result is a slight chipping away at the well-documented advantages girls have in postsecondary education.Item Predicting sex differences in performance on the SAT I quantitative section: how content and stereotype threat affect achievement(2006) Nankervis, Bryan; Treisman, Philip UriItem The effects of peer modeling on Taiwanese college students' self-efficacy and reading performance in English class(Texas Tech University, 1999-08) Hsu, Pi-YingThe researcher's primary concern in this study was to investigate the effects of peer modeling (the male model, female model, and non-peer model) on male and female Taiwanese College students' self-efficacy and reading performance in an English reading class. A secondary purpose of this study was to assess student gender effects, and the interaction effects between peer modeling and gender, on students' self-efficacy and reading performance related to English learning. Finally, the study was designed to evaluate the effectiveness of the instruction of the reading strategy on Taiwanese College students' comprehension of English passages.Item The effects of two approaches to basic programming on the achievement and attitude of field independent and field dependent students(Texas Tech University, 1995-05) Robinson, Jerald D.The major purposes of this study were (a) to determine which of two approaches to BASIC computer progrcunming, standard instruction or graphics instruction, would improve programming skills of middle school students who are at the novice programming level, (b) to determine if there is any interaction between the cognitive styles, field dependent and field independent, and programming instruction on achievement in a BASIC programming class, (c) to determine if there is any interaction between gender and programming instruction in a BASIC programming class, and (d) to determine if attitude toward computer use is affected by either of two methods of progrsmiming instruction.Item Understanding gender differences in children referred to mental health services(Texas Tech University, 1996-08) Green, Michelle T.In an effort to understand why young girls tend to be overlooked for referral to mental health sen/ices, this dissertation examined the referral process at the point at which it usually begins: with teachers in the elementary school system. One hundred and thirty-five first-, second-, and third-grade teachers read vignettes describing boys and girls with externalizing and internalizing disorders. Teachers rated whether the child described in each vignette needed to be referred for mental health treatment, whether each child would improve with maturity, and whether their referral decisions would change if the child's academic standing changed. Finally, they rated each symptom In the vignettes according to the degree to which It influenced them to refer. Teachers rated children with externalizing disorders as needing referral significantly more often than children with internalizing disorders. Girls and children with internalizing disorders were referred significantly less often if their academic standing was good and were rated as significantly more likely than boys and children with externalizing disorders to improve with maturity. Finally, externalizing symptoms and symptoms typically found in boys were rated as significantly more likely to influence a teacher to refer than internalizing symptoms and symptoms typically found in girls. The results of this dissertation Indicate that several factors may cause a teacher to overlook girls for referral. Girls tend to have good academic standing and to have the type of disorder and symptoms that are believed to improve with maturity and believed to be less In need of referral.