Which Boys and Which Girls Are Falling Behind? Linking Adolescents' Gender Role Profiles to Motivation, Engagement, and Achievement

A small shift, a major leap: Changing gender-role attitudes among adolescents across two ethnic groups

INTRODUCTION

The current study examined a growth mindset intervention designed to promote egalitarian gender role attitudes among adolescents during a pivotal stage of their development, as these attitudes may have important implications for their identity development, well-being, and future life decisions.

METHODS

A sample of 181 eighth-grade students (61% female, Mage = 13.14, SD = 0.42) from six Israeli schools participated in the study. The sample consisted of 49% Jewish and 51% Arab adolescents, including both Muslims and Christians. Adolescents engaged in a two-session intervention that included videos and reflective writing tasks. Pre-and postintervention, they completed self-administered questionnaires assessing their gender-role mindsets, attitudes toward women, and sexism. The data collection and intervention process took place from late 2021 to early 2023.

RESULTS

After the intervention, there was an increase in growth mindsets and egalitarian attitudes towards women among adolescents, and a reduction in benevolent sexism and fixed gender-role mindsets. Hostile sexism, however, remained unchanged. No significant sex or ethnic differences were found in the effectiveness of the intervention. Gender-role mindsets mediated the association between the intervention and egalitarian attitudes, but not the association between the intervention and benevolent sexism.

CONCLUSIONS

The findings demonstrate the potential of brief and targeted growth mindset interventions in promoting favorable changes adolescents' attitudes towards gender roles. According to this study, despite prolonged gender-role socialization, adolescents from diverse ethnic backgrounds can move towards more egalitarian attitudes and flexibility in gender roles through a rather targeted process. This finding is promising especially in adolescence, when stereotypes are often intensified.

Specific mechanisms underlying executive and emotional apathy: A phenotyping study

Apathy is a behavioral symptom prevalent both in neuropsychiatric pathologies and in the healthy population. However, the knowledge of the cognitive and neural mechanisms underlying apathy is still very limited, even if clinical and fMRI data support the existence of three forms of apathy (executive, emotional, initiative). These forms could be explained by the alteration of specific mechanisms. This present study's aim is to specify the cognitive and neuronal mechanisms of executive and emotional apathy. We used an EEG study conducted on 68 subjects comprising two groups of young people with specific executive or emotional phenotypes of apathy and one group with no apathy. Despite having symptom of apathy, participants were free of any neurological, metabolic, or psychiatric diagnoses and with high education. Two tasks were used: the DPX for cognitive control and the MID for motivation. Our results showed that distinct mechanisms underlie these two forms of apathy, and, for the first time, we specified these mechanisms. A deficit of the proactive control mode, reflected by a reduced probe-N2 amplitude in AY trials, underlies the executive form of apathy (p < .03), whereas liking motivational blunting, highlighted by a reduced LPP amplitude for financial loss, characterizes the emotional form (p < .04). The main limit of the results is that generalizability to the general population may be reduced since the apathetic samples were chosen for having a specific form of apathy. To conclude, better knowledge of these mechanisms informs new, more targeted treatments, both pharmacological and non-pharmacological, necessary for reducing the debilitating consequences of apathy.

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

For the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (n = 1404; mean age = 41.4; SD = 10.8; 77.4% women). ESEM and CFA were applied to evaluate its factor structure, internal consistency, factorial reliability, and invariance. The results supported a bifactor ESEM model in which prosociality was represented by a general latent factor and four specific factors (helping, sharing, caring, and empathy). A predominance of the unidimensional component of the APBS was observed (general factor, ECV = 0.938; ωh = 0.945), with adequate reliability (α = 0.932; ω of the factor general = 0.968) and invariance of the measurement in terms of gender. Its adequacy was confirmed by a good level of fit (RMSEA = 0.042 90%CI [0.036-0.049]; SRMR = 0.012; CFI = 0.995; TLI = 0.988). It is concluded that the APBS is a suitable instrument to measure prosociality in the professional setting studied. Its general and specific dimensions are relevant to the prosocial behaviors currently required of teachers. Future studies could contribute evidence of the transcultural validation of the APBS in other educational contexts in order to undertake comparative studies.

Boys with overweight status lagged behind girls with overweight status in reading: evidence from mendelian randomization

OBJECTIVES

We investigated the relationship between childhood weight status and academic achievement across sexes and different school subjects in Norway.

STUDY DESIGN AND SETTING

We used data from the Norwegian Mother, Father and Child Cohort Study (MoBa), which includes genetic data (N = 13,648, 8-year-old children). We employed within-family mendelian randomization, using a body mass index (BMI) polygenic risk score as an instrument to address unobserved heterogeneity.

RESULTS

Contrary to most previous findings, we observed that overweight status (including obesity) has more detrimental effects on reading achievement in boys than in girls; the test scores of boys with overweight were about a standard deviation lower than those of normal weight boys, and the negative effects on reading achievement became stronger in the later grade.

CONCLUSION

Previous obesity prevention studies have mainly targeted girls, based on the assumption that the obesity penalty is greater for girls. Our findings highlight that particular attention to boys with overweight may help reduce the existing gender gap in academic achievement.

Unraveling the complexity of the associations between students’ science achievement, motivation, and teachers’ feedback

In recent decades, national science achievement in Greece is following a declining trend. A commonly held assumption is that achievement declines may occur either due to low quality teaching practices or due to students’ low motivation. While motivational beliefs have been linked with achievement, there is not enough evidence connecting these motivational constructs with teachers’ feedback, which can play an important role in nurturing both students’ motivation and achievement. Given that less is known about how these variables collectively function in predicting students’ science achievement, the present study draws upon the Greek (N = 5,532 students, N = 211 schools) PISA 2015 dataset to address this issue. A serial multiple mediation multilevel structural equation model was deployed. The results illustrated that the association between feedback and science achievement was partially mediated by the complex network of associations between students’ motivational beliefs. Intrinsic motivation was the strongest predictor of achievement, while feedback positively predicted students’ motivational beliefs. Unexpectedly, feedback was a negative predictor of achievement both at the individual and school level. The results suggest that interventions are needed to target specifically teachers’ feedback practices and intrinsic motivation.

The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction

Learning anxiety is one of the most critical emotional disturbances, which also has a high incidence rate in adolescents. Peer interaction is critical and unique for adolescents. Although previous studies have found that achievement goal orientation has an important role in the development of learning anxiety, its mechanism has not been clarified. This study surveyed 470 adolescents (191 middle school students and 279 high school students; 211 boys) and established a structural equation model to explore the mediating role of peer interaction in the influence of achievement goal orientation on learning anxiety. Results showed that (1) there were significant gender differences in mastery-avoidance goal orientation, peer interaction, and learning anxiety, and there were grade differences in performance-approach goal and performance-avoidance goal orientations; (2) mastery-approach, mastery-avoidance, and performance-avoidance goal orientations directly predicted learning anxiety; and (3) social anxiety in peer interactions had a mediating effect on the influence of mastery-approach, mastery-avoidance, and performance-avoidance goal orientations on learning anxiety. The findings extend theoretical considerations by teasing out the process of peer interaction affecting the relationship between achievement goal orientation and learning anxiety. Additionally, the results have practical implications for the effective use of peer interaction to reduce learning anxiety.

Instrumentality Gives Girls the Edge: Gender-Differential Relations Between Instrumentality, Achievement Motivation, and Self-Esteem

Gender differences in school are often discussed in reference to a particular type of masculinity, negative masculinity, which is often conceptualized as detrimental to success. Another type of masculinity, instrumentality, has rarely been studied in schools even though instrumental characteristics are often exalted outside the academic context. The current study focuses on potential benefits that students may reap from instrumentality. The extent to which an instrumental self-concept is directly and indirectly associated with achievement motivation and self-esteem was examined for adolescent boys and girls in a structural equation model (SEM). A sample of German ninth graders (N = 355) completed self-report measures pertaining to their gender role self-concept, hope for success, fear of failure, and global and academic contingent self-esteem. The SEM revealed that instrumentality was associated with lower fear of failure and higher hope for success for both male and female adolescents. High scores in instrumentality were associated with greater self-esteem and lower academic contingent self-esteem. The association between instrumentality and global self-esteem was stronger for adolescent girls, and the indirect association between instrumentality and fear of failure through global self-esteem was significant only for girls. Results indicate that instrumentality can be an asset for students and that female students especially reap the benefits of an instrumental self-concept. The results are discussed in reference to the dangers of emphasizing solely the association between negative masculinity and academic failure, and the importance of studying relations with gender role self-concept separately for male and female adolescents.

Analysis of the Well-Being Levels of Students in Spain and Finland through Interval Multiobjective Linear Programming

To study the reasons of the low academic performance of students in Spain, authorities must consider emotional dimensions, such as well-being, which directly affect their learning achievement. Furthermore, it would be interesting to compare Spanish students with students from Finland, which stand out in international rankings. We analyze how to promote students’ well-being in Spain as a mechanism to enhance their academic achievement. Using data from PISA 2018, four indicators are used to measure well-being according to variables describing the students’ context. By means of econometric techniques, interval multiobjective linear programming problems are formulated for Spain and Finland and solved through a new methodological scheme proposed in this paper, assuring the generation of possibly and necessarily efficient solutions in interval multiobjective linear programming. The purpose is to determine which aspects would allow the best possible well-being to be reached. We found several differences between the students achieving optimal compromise levels in each country, and we analyzed how the improvement of one indicator might affect the remaining aspects of well-being. Spanish students can further enhance their well-being compared to Finnish students. Furthermore, the lowest improvement rate is associated with the bullying index, especially in Finland, highlighting the need to promote anti-bullying measures.

Examining Social Status Profiles with Gender, School Attended, SES, Academic Achievement and Wellbeing in Urban China

Previous research has produced inconsistent findings about the relationships between aggressive and prosocial behavior with likeability and popularity. This study utilized latent profile analysis to identify naturally occurring social status profiles with these indicators and to explore their associations with gender, school attended, subjective social status, academic achievement, and wellbeing. The study recruited 818 (aged 12-15 years, 46% girls) Chinese adolescents and revealed four unique social status profiles: high aggressive-low likeability, low social status, average, and high prosocial-high social status groups. A bi-strategic profile did not emerge. The low social status and high aggressive groups exhibited the lowest academic achievement and wellbeing suggesting that more attention should be devoted to these students both in school and in future research.