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dc.contributor.authorWorkman, Joseph-
dc.contributor.authorHeyder, Anke-
dc.date.accessioned2021-05-28T11:54:17Z-
dc.date.available2021-05-28T11:54:17Z-
dc.date.issued2020-09-17-
dc.identifier.urihttp://hdl.handle.net/2003/40230-
dc.identifier.urihttp://dx.doi.org/10.17877/DE290R-22103-
dc.description.abstractIn American high schools female students put greater effort into school and outperform boys on indicators of academic success. Using data from the High School Longitudinal Study of 2009, we found female students’ greater academic effort and achievement was partly explained by different social incentives to trying hard in school experienced by male and female students. Males were 1.75 times as likely to report they would be unpopular for trying hard in school and 1.50 times as likely to report they would be made fun of for trying hard in school. Social costs to trying hard in school were directly associated with less rigorous mathematics course-taking and indirectly associated with lower GPA in STEM courses through lower academic effort.en
dc.language.isoende
dc.relation.ispartofseriesSocial psychology of education;23-
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/-
dc.subjectGenderen
dc.subjectPeer relationsen
dc.subjectMasculinityen
dc.subjectOppositional cultureen
dc.subjectPopularityen
dc.subjectAchievementen
dc.subject.ddc150-
dc.titleGender achievement gapsen
dc.title.alternativethe role of social costs to trying hard in high schoolen
dc.typeTextde
dc.type.publicationtypearticlede
dc.subject.rswkGeschlechterforschungde
dc.subject.rswkPeer-Groupde
dc.subject.rswkMännlichkeitde
dc.subject.rswkLeistungde
dcterms.accessRightsopen access-
eldorado.secondarypublicationtruede
eldorado.secondarypublication.primaryidentifierhttps://doi.org/10.1007/s11218-020-09588-6de
eldorado.secondarypublication.primarycitationWorkman, J., Heyder, A. Gender achievement gaps: the role of social costs to trying hard in high school. Soc Psychol Educ 23, 1407–1427 (2020).de
Appears in Collections:Institut für Psychologie

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