Does Competitive Experience Affect Gender Difference in Economic Preference and Academic Performance?

2015 ◽  
Author(s):  
Yi Lu ◽  
Xinzheng Shi ◽  
Songfa Zhong
Keyword(s):  
Academic Performance ◽  
Gender Difference ◽  
Economic Preference

scholarly journals Exam anxiety in college students

2020 ◽  
Author(s):  
Nisha Pagaria
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Standard Deviation ◽  
Gender Difference ◽  
Test Anxiety ◽  
Undergraduate Students ◽  
Female College Students ◽  
Male And Female ◽  
The Mean ◽  
Exam Anxiety

Test anxiety is a psychological condition in which individuals experience outrageous distress and anxiety in testing circumstances. It is a form of performance anxiety. Fear of exams influence the academic performance of students in the exam. It is an irrational distress that can also lead to avoidance of the feared situation. The objective was to study the level of test anxiety in college students and observe the gender difference in test anxiety. Using purposive sampling, the sample size consisted of 120 undergraduate students (Male = 60, Female = 60). The instrument used for the study was Westside Test Anxiety Scale. The mean score and standard deviation of test anxiety are 28.18and 7.65 respectively. The t-test was conducted to observe the gender difference in test anxiety. The results came out to be that there is a significance difference between male and female college students on test anxiety.

scholarly journals Differential Experience of Peer Victimisation Among Children With Learning Disabilities in Hong Kong

2018 ◽  
Vol 12 ◽  
Author(s):  
Jacob Yuichung Chan ◽  
Courtney M. Ryan ◽  
Annis L.C. Fung ◽  
Lawrence H. Gerstein ◽  
Rebecca M. Kinsey
Keyword(s):  
Learning Disabilities ◽  
Academic Performance ◽  
Hong Kong ◽  
Gender Difference ◽  
Intervention Strategies ◽  
Peer Victimisation ◽  
Peer Bullying ◽  
Differential Experience ◽  
The Relationship ◽  
Performance Research

Children with learning disabilities (LDs) are often targets of peer bullying. Studies have confirmed the distress associated with victimisation impairs academic performance. Research has also shown that boys experience victimisation differently than girls. This study examined whether students with LDs were more likely to be victimised, whether there was a gender difference in victimisation, and how students were victimised. Hong Kong children participated (162 with and 162 without LDs). Results indicated that students with LDs experienced increased levels of victimisation, and boys compared to girls with LDs sustained more physical victimisation. Academic performance did not significantly mediate the relationship between LDs and victimisation. Prevention and intervention strategies are discussed for this population.

scholarly journals Working Memory and Mathematical Performance: A Correlational Study

2018 ◽  
Vol III (IV) ◽  
pp. 156-172
Author(s):  
Naeema Mumtaz ◽  
Muhammad Saeed Khan ◽  
Saddaf Ayub
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Gender Difference ◽  
Secondary School ◽  
Secondary Schools ◽  
Working Memory Capacity ◽  
Secondary Level ◽  
Memory Capacity ◽  
Mathematical Performance

This study is intended to examine the correlation between working memory of students and their academic performance in Mathematics. Specifically, it was aimed to determine the degree of relationship between working memory capacity and academic achievement of students in mathematics studying at secondary school. A sample of 800 students studying in grade 10 was randomly selected from forty government and private secondary schools (girls and boys) situated in Hazara division, Khyber Pakhtunkhwa, Pakistan. Both Urdu and English mediums of instruction schools were included in the sample. The researcher used digits span backwards test (DSBT) to find out the working memory capacity of the students associated with their academic performance in mathematics. This study revealed that girls have outperformed boys very markedly in examination scores of mathematics at secondary level. Contrarily, boys have performed well in working memory capacity than girls at the secondary level. However a very small gender difference is observed in this study. It is also noticed that private secondary schools showed higher performance in examination scores of mathematics and in working memory capacity than government secondary schoolsl.

scholarly journals AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN’S SELF-CONTROL ABILITY

2018 ◽  
Vol 76 (3) ◽  
pp. 309-317
Author(s):  
Shih-Tseng Tina Huang ◽  
Vinh-Long Tran-Chi ◽  
Tung-En Hsiao
Keyword(s):  
Academic Performance ◽  
Gender Difference ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Sixth Graders ◽  
The Self ◽  
Self Control ◽  
Control Scale ◽  
Self Evaluation

The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children’s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth graders. Moreover, the scores of ISC of the fourth graders were higher than those of the sixth grades. There was no gender difference and interaction of gender and grade found. The results suggested that the development of self-control following a quadratic pattern increased and reached a peak in the fourth grade and then decreased during sixth grade time. Keywords: academic performance, self-control, self-ratings, Vietnamese children.

Gender difference in academic performance of nursing students in a Malaysian university college

2012 ◽  
Vol 59 (3) ◽  
pp. 387-393 ◽  
Author(s):  
W.Z. Wan Chik ◽  
Y. Salamonson ◽  
B. Everett ◽  
L.M. Ramjan ◽  
N. Attwood ◽  
...  
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Gender Difference ◽  
University College

scholarly journals Gender difference in the effect of cultural distance on academic performance among cross-border students in China

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Jieyi Hu ◽  
Chau Kiu Cheung
Keyword(s):  
Academic Performance ◽  
Gender Difference ◽  
Role Theory ◽  
Cultural Distance ◽  
Female Students ◽  
Cross Border ◽  
Cultural Adaption ◽  
Perceived Cultural Distance ◽  
Distance Finding

AbstractCross-border students’ academic performance draws people’s attention, whereas perceived cultural distance might influence their performance with gender difference. Based on role theory, men and women present different roles in society, and women are good at perceptual, cognitive aspects, making them more sensitive to cultural distance. Finding shows that the negative moderation role of gender existed in the relationship between cultural distance and academic performance. Particularly, female students showed lower cultural adaptation after cross-border migration, which then influenced their academic performance in universities. This study provides implication for policymakers and universities to pay more attention with additional resources to support female students’ cultural adaption.

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