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NCJ Number: 220501 Find in a Library
Title: Coping With Academic Failure: Gender Differences in Students' Self-Reported Interactions With Family Members and Friends
Journal: Journal of Early Adolescence  Volume:27  Issue:4  Dated:November 2007  Pages:479-508
Author(s): Ellen Rydell Altermatt
Date Published: November 2007
Page Count: 30
Sponsoring Agency: Michigan State University
East Lansing, MI 48823
National Science Foundation
Arlington, VA 22230
Grant Number: BCS-0236678
Publisher: http://www.sagepub.com/ 
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This study examined gender differences in the interactions that early-adolescent students reported having with significant others following academic failure and the consequences of these interactions for students' anxiety about their school performance.
Abstract: Gender differences were found in students' reports of their postfailure interactions and the consequences of these interactions for student anxiety about school performance. Girls, especially younger girls, were more likely than boys to report seeking social support as a general strategy for coping with academic failure at both time points. This gender difference was stronger for interactions with friends than family members. Girls and boys did not differ, however, in their reported likelihood of sharing news of an academic failure with family members. Girls were more likely than boys to receive the information and social support they desired following academic failure. Boys were more likely than girls to report being told that their failure was because of a lack of ability. Despite the gender differences that would suggest girls would cope more effectively with academic failure than boys, the girls in this study experienced significantly higher levels of worry about their school performance than boys. One explanation for this finding is that sharing academic failure with friends may show a preoccupation with school performance, which in turn leads to more anxiety about failing to meet academic expectations. Study participants were 293 students (155 girls and 138 boys) in the fifth (n=83), sixth (n=69), seventh (n=65), and eighth (n=76) grades. Students' general strategies for coping with academic failure were assessed with the Self-Report Coping Scale. Students' social interactions following academic failure were assessed with a measure developed for this study. Levels of academic worry were assessed with four statements about how much the student worried about school performance. 3 tables, 3 figures, and 68 references
Main Term(s): Juveniles
Index Term(s): Emotional disorders; Emotionally disturbed delinquents; Gender issues; School maladjustment; Socialization
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=242319

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