THE SOCIALIZATION OF SEX-DIFFERENTIATED SKILLS AND ACADEMIC-PERFORMANCE - A MEDIATIONAL MODEL

被引：48

作者：

SERBIN, LA ^{[1
]}

ZELKOWITZ, P ^{[1
]}

DOYLE, AB ^{[1
]}

GOLD, D ^{[1
]}

WHEATON, B ^{[1
]}

机构：

[1] CONCORDIA UNIV,DEPT PSYCHOL,MONTREAL H3G 1M8,QUEBEC,CANADA

来源：

SEX ROLES | 1990年 / 23卷 / 11-12期

关键词：

D O I：

10.1007/BF00289251

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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. © 1990 Plenum Publishing Corporation.

引用

页码：613 / 628

页数：16

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