The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-19e

Bibliographic reference :
Connolly, J.A., Hatchette, V., & McMaster, L.E. (1998). Rendement scolaire des filles et des garçons canadiens au début de l'adolescence : liens avec les attitudes personnelles et le soutien des parents et des enseignants face à l'école. Direction générale de la recherche appliquée, Politique stratégique, Développement des ressources humaines Canada. [En ligne]. Numéro W-98-14F, octobre 1998.
<http://www.dsc.gc.ca/fr/accueil.shtml>

Abstract :

The paper entitled School Achievement of Canadian Boys and Girls in Early Adolescence: Links with Personal Attitudes and Parental and Teacher Support for School was published in October 1998. The researchers review links between academic performance, children’s self-perception and adult support (parents and teachers) during the transition period in early adolescence. A model integrates these three factors while taking into account the developmental context specific to this period. It also enables verifying whether children’s attitudes towards school contribute to their academic performance and whether this link is influenced by puberty and gender.

Population Studied
The data used was taken from the National Longitudinal Study of Children and Youngsters (NLSCY). The sample was comprised of 2,377 respondents (1200 boys and 1177 girls), between the ages of 10 and 11. Their academic performance was assessed based on an objective mathematics test and teacher assessment of academic aptitudes.

Main Results
For youngsters between the ages of 10 and 11, the last years of primary school were a positive experience. The link between gender and academic performance has demonstrated that, especially for girls, parental support, teacher support and positive attitudes towards school constituted explanatory factors of academic performance. For boys, parental support constituted the only significant predictor of academic performance.

These results suggest that girls benefit more than boys from what primary school has to offer. Boys seem to depend more on parental support and be less inclined to adopt positive attitudes fostering school culture. They seem more vulnerable to school problems when they have less parental support.

Links :
http://www.dsc.gc.ca/fr/accueil.shtml

Key Words :
Gender, Self-Esteem, Adult Support, Personal Attitude, Psychological Attitude, Mathematics, Puberty, Adolescence, Child Development, NLSCY, School-Family-Community Partnership, School Environment, Primary School, Elementary School

Monitored Countries :
Canada