Irene García-Moya, Carmen Paniagua, Antonia Jiménez-Iglesias
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引用次数: 0
Abstract
Previous research has consistently found higher school stress among girls. However, scientific understanding of the underlying factors that may explain those gender differences is limited. This study adopts a mixed-method approach (QUANT → QUAL) to address this gap. In Study 1 (quantitative), we used survey data from 4768 adolescents (52.1% girls). In Study 2 (qualitative), focus groups were conducted with 80 boys and 82 girls from high- and low-stress schools. Findings confirmed higher school stress in girls, which were not explained by differences in perceived school demands, academic self-efficacy, and homework time. Identified underlying factors for gender differences included differing priorities and school involvement, girls' greater school workload, emotional factors, gender stereotypes and social expectations, and differential teacher treatment.
期刊介绍：
Multidisciplinary and international in scope, the Journal of Research on Adolescence (JRA) significantly advances knowledge in the field of adolescent research. Employing a diverse array of methodologies, this compelling journal publishes original research and integrative reviews of the highest level of scholarship. Featured studies include both quantitative and qualitative methodologies applied to cognitive, physical, emotional, and social development and behavior. Articles pertinent to the variety of developmental patterns inherent throughout adolescence are featured, including cross-national and cross-cultural studies. Attention is given to normative patterns of behavior as well as individual differences rooted in personal or social and cultural factors.
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