The socialization of sex-differentiated skills and academic performance: A mediational model
The socialization of sex-differentiated skills and academic performance: A mediational model
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性别差异技能和学业成绩的社会化：中介模型
DOI：
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发表时间：
1990
期刊：
影响因子：
--
通讯作者：
B. Wheaton
中科院分区：
文献类型：
--
作者：
L. Serbin;P. Zelkowitz;A. Doyle;D. Gold;B. Wheaton
本研究以347名国小学童为样本，采用多因子分析模式，探讨学业表现的性别差异。正如所料，女孩的平均学习成绩高于男孩。路径分析证实了最初的假设，即女孩的优势部分是由于她们对社会线索的反应更灵敏，并服从成人的指示。在这个模型中，男孩的视觉空间能力更强，这也是学业成功的预测因素，部分抵消了这一优势。获得刻板的男性玩具和活动在家里，对男女儿童的视觉空间能力的预测。正如预期的那样，社会经济变量，包括母亲的职业和父亲的教育水平，也影响了预测学术成功的环境，社会和认知因素。这些结果表明，男孩和女孩的特殊认知和社会技能的发展差异可能在建立学习成绩的性别差异中发挥重要作用。
Using a multifactorial model, sex differences in academic performance were examined in a sample of 347 elementary school children. As expected, girls' academic performance averaged higher than boys'. Path analysis confirmed initial hypotheses that girls' advantage is partially due to their characteristic of greater responsiveness to social cues and compliance with adult direction. This advantage was partially offset in this model by boys' greater visual-spatial skill, which also was a predictor of academic success. Access to stereotypic masculine toys and activities at home was, for both sexes, a predictor of children's visual-spatial ability. As expected, socioeconomic variables, including mothers' occupation and fathers' level of education, also influenced the environmental, social, and cognitive factors predicting academic success. These results indicate that boys' and girls' differential development of specific cognitive and social skills may play an important role in establishing sex differences in academic performance.
影响因子：
4.6
作者：
LINN, MC;PETERSEN, AC
通讯作者：
PETERSEN, AC
性别、成人活动结构以及童年中期的社会行为。
影响因子：
4.6
作者：
Huston,AC;Carpenter,CJ;Atwater,JB;Johnson,LM
通讯作者：
Johnson,LM