scholarly journals Gender differences in the reading literacy of Estonian basic school students

2021 ◽  
Vol 9 (2) ◽  
pp. 47-71
Author(s):  
Helin Puksand ◽  
Krista Uibu
Keyword(s):  
Gender Differences ◽  
Reading Literacy ◽  
School Students ◽  
Basic School

Rahvusvahelise PISA võrdlusuuringu fookuses oli 2018. aastal funktsionaalne lugemisoskus, mille hindamisel kasutatakse eri situatsioonidel põhinevaid ja eri tüüpi tekste ning mille ülesanded nõuavad eri kognitiivsete protsesside rakendamist. Siinse uurimuse eesmärk oli kirjeldada poiste ja tüdrukute ülesannete sooritust teksti iseloomustava situatsiooni ja tekstitüübi ning ülesande lahendamisel eeldatava kognitiivse protsessi alusel. Uurimusest selgus, et tüdrukud lahendasid ülesandeid poistest paremini kõigi kriteeriumide alusel. Teksti situatsioon on suhtlussfäär, kuhu autentne tekst kuulub. Selle järgi edestasid tüdrukud poisse kõige rohkem töösituatsiooniga ülesannetes. Tekstitüüpide võrdluses avaldus suurim sooline erinevus tüdrukute kasuks dialoogilistel tekstidel põhinenud ülesannete lahendamisel. Selle põhjal, milliseid kognitiivseid protsesse lugemine aktiveerib, lahendasid tüdrukud poistest paremini ülesandeid, kus oli vaja esitada sõnasõnalist tähendust ning teha järeldusi teksti sisu ja vormi põhjal. Kõige väiksem erinevus ilmnes ülesannetes, mis eeldasid konflikti avastamist ja käsitlemist ning info kvaliteedi ja usaldusväärsuse hindamist. Nende ülesannete sooritusprotsent oli väike nii poistel kui tüdrukutel. Uurimuse tulemused võimaldavad anda õpetajatele ja õppematerjalide koostajatele soovitusi, millele õpilaste lugemisoskuse arendamisel tähelepanu pöörata ja missuguseid lugemisülesandeid kasutada.  Summary

scholarly journals PAM12 GENDER DIFFERENCES IN THE DIETARY HABITS OF SECONDARY SCHOOL STUDENTS

2019 ◽  
Vol 22 ◽  
pp. S416-S417
Author(s):  
I. Karácsony ◽  
R. Sziffer ◽  
A. Pakai ◽  
T. Csákvári ◽  
L. Tóth ◽  
...  
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Dietary Habits ◽  
School Students

scholarly journals Relationship between Social Skills and Happiness: Differences by Gender

2021 ◽  
Vol 18 (15) ◽  
pp. 7929
Author(s):  
Carlos Salavera ◽  
Pablo Usán
Keyword(s):  
Gender Differences ◽  
Social Skills ◽  
Social Interactions ◽  
Primary Education ◽  
Subjective Happiness ◽  
School Students ◽  
Related Factors ◽  
Subjective Happiness Scale ◽  
Social Settings ◽  
The Relationship

This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

Gender Differences in Relationship Between Resilience and Big Five Personality Traits in Japanese Adolescents

2017 ◽  
Vol 121 (5) ◽  
pp. 920-931 ◽  
Author(s):  
Shuhei Iimura ◽  
Kanako Taku
Keyword(s):  
Gender Differences ◽  
Personality Traits ◽  
Big Five ◽  
Online Survey ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
School Students ◽  
Five Dimensions ◽  
Japanese Adolescents ◽  
Age Range

Prior work has indicated that female adolescents mature more quickly than males with regard to the various personality dimensions. From the developmental perspectives, this study aimed to explore gender differences in the relationships between resilience and the Big Five personality traits in Japanese adolescents. Middle school students ( N = 310, 155 females, age range = 14–15 years) participated in an online survey. The results demonstrated that females had higher Conscientiousness than males. Stepwise regression analyses indicated that Neuroticism was the most influential predictor of resilience in females, whereas Extraversion was the most important predictor in males. Multigroup path analysis demonstrated that the effect of Neuroticism on resilience was greater for females; however, the effects of all other variables did not differ across genders. Considering gender differences is important to understand the relationship between resilience and the Big Five dimensions among adolescents.

CULTURE AND GENDER DIFFERENCES IN THE SELF-ESTEEM OF COLLEGE STUDENTS: A FOUR-COUNTRY COMPARISON

1996 ◽  
Vol 24 (4) ◽  
pp. 321-327 ◽  
Author(s):  
David Watkins ◽  
Adebowale Akande ◽  
Christopher Cheng ◽  
Murari Regmi
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary School Students ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Country Comparison ◽  
Undergraduate University Students ◽  
Second Year ◽  
And Gender

The responses of 268 Hong Kong and 399 Nigerian first- or second-year social science undergraduate university students to the Personal and Academic Self-Concept Inventory (PASCI; Fleming & Whalen, 1990) were compared to previously reported findings with similar groups of American and Nepalese students. Country × Gender analyses indicated clear, statistically significant mnain and interaction effects which varied according to the area of self-esteem under investigation. Support was found for the tendency found in research with secondary school students for subjects from non-Western cultures to report higher academic but lower nonacademic self-esteem than their Western peers. However, the gender differences did not generalize across cultures.

scholarly journals LITERASI MEMBACA UNTUK MEMANTAPKAN NILAI SOSIAL SISWA SD

2018 ◽  
Author(s):  
Muhammadi ◽  
Taufina ◽  
Chandra
Keyword(s):  
Elementary School ◽  
Learning Styles ◽  
Cultural Values ◽  
Elementary School Students ◽  
Literacy Learning ◽  
Reading Literacy ◽  
School Students ◽  
Motivation To Read ◽  
Reading Materials ◽  
Research Findings

This preliminary study aims to collect information about elementary school students’ learning styles and preferences that are useful for developing reading literacy books to strengthenthe socio-cultural values in elementary schools in order to be effective for the School Literacy Movement. This is as based on the fact that there are cases of elementary school students committing violence against their own friends. The development model of reading literacy for elementary school students was Plomp’s model with the steps of preliminary research, prototyping, and assessment. The research findings in the preliminary analysis show that students tend to have less motivation to read due to reading materials which are not interesting enough. The needs analysis results show that elementary school students really like folklore. The folklore to be developed comprises traditional Indonesian folklore spreading throughout the country in every province. It is expected that educational practitioners use a book about folklore in the learning process and the School Literacy Movement. The results of the teaching materials validation show that reading literacy learning materials using folklore are valid and can be tried out.

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