Gender Differences in School Effects on Adolescent Life Satisfaction: Exploring Cross-National Variation
Gender Differences in School Effects on Adolescent Life Satisfaction: Exploring Cross-National Variation
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学校对青少年生活满意度影响的性别差异：探索跨国差异
DOI：
10.1007/s10566-023-09756-7
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发表时间：
2023
影响因子：
1.8
通讯作者：
Marquez J
中科院分区：
文献类型：
--
作者：
Marquez J
背景青少年生活满意度(LS)的水平和驱动因素因国家而异。众所周知，学校是影响青少年学习障碍的一个重要方面，但学校对青少年学习障碍的影响存在性别差异。对33个国家15岁学生的PISA 2015数据进行了一系列统计分析(双变量关联、多水平回归和Blinder-Oaxaca分解分析)。方法采用PISA 2015数据对33个国家15岁学生进行了一系列统计分析(双变量关联、多水平回归和Blinder-Oaxaca分解分析)。关于学校的作用，出现了各种跨国模式。虽然学校是一个生活领域，在这个领域中，与总体学习障碍相关的经历在男孩中往往比在女孩中更负面(主要是通过欺凌和与老师的关系)，但在一些与学校有关的因素上(特别是学校焦虑)，情况正好相反。此外，在一些国家，不同学校整体学习能力的性别差距不同，这表明学校在以不同的方式塑造学生的学习能力方面将发挥重要作用，无论是女生还是男生。尽管有一些跨国家的模式，但也观察到了很大的跨国差异。结论对于学校如何以不同的方式促进女孩和男孩的主观幸福感的跨文化差异，学校对青少年学习障碍的研究可能会受益于更细微的方法。
BackgroundLevels and drivers of adolescent life satisfaction (LS) vary across nations. School is known to be an important aspect of life affecting adolescent LS, but there are gender differences in how schools may influence LS. However, little is known about how these gender differences vary across countries.ObjectiveA series of statistical analyses (bivariate associations, multilevel regression, and Blinder-Oaxaca decomposition analyses) using PISA 2015 data on 15-year-old students in 33 countries.MethodA series of statistical analyses (bivariate associations, multilevel regression, and Blinder-Oaxaca decomposition analyses) using PISA 2015 data on 15-year-old students in 33 countries.ResultsGirls report lower overall LS than boys on average in all the countries studied. Various cross-national patterns emerge regarding the role of schools. Although school is a life domain in which experiences related to overall LS tend to be more negative among boys than among girls (mainly via bullying and relationships with teachers), the opposite is observed for a few school-related factors (notably school anxiety). Furthermore, in some countries, the gender gap in overall LS varies across schools, which suggests that schools would play an important role in shaping students’ LS in different ways for girls and boys. Despite some cross-national patterns, substantial cross-country variation is also observed.ConclusionThe study of adolescent LS in schools may benefit from more nuanced approaches that account for cross-cultural differences in how schools may promote the subjective well-being of girls and boys in different ways.
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DOI：
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发表时间：
2016
期刊：
影响因子：
--
作者：
L. S. Yeo;Valerie Grace Goh;G. Liem
通讯作者：
G. Liem
影响因子：
3.5
作者：
Kessels, Ursula;Heyder, Anke;Hannover, Bettina
通讯作者：
Hannover, Bettina
PISA 违纪：entre o intra e o extraescolar
DOI：
--
发表时间：
2017
期刊：
影响因子：
--
作者：
L. Silva;D. A. S. Matos
通讯作者：
D. A. S. Matos
影响因子：
3.3
作者：
Kaye-Tzadok, Avital;Kim, Sun Suk;Main, Gill
通讯作者：
Main, Gill
影响因子：
2.8
作者：
Klocke, Andreas;Clair, Amy;Bradshaw, Jonathan
通讯作者：
Bradshaw, Jonathan