Academic Performance and Social Behavior

Neziek, John B.; Wheeler, Ladd

doi:10.1177/0265407590073001

Cited by 8 publications

(11 citation statements)

References 14 publications

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“…NOTES 1. It might be argued that Nezlek, Wheeler, and Reis's (1990) samples were rather small and so their data failed to support a claim of gender difference due to low statistical power. Power, of course, is a function of three parameters: alpha, sample size, and effect size.…”

Section: Discussionmentioning

confidence: 98%

“…Students' cumulative grade point averages (GPAs) were obtained directly from the office of the registrar at the university where the study was conducted. This is the same principal measure of academic achievement employed by Nezlek et al (1990).…”

Section: Academic Achievementmentioning

confidence: 99%

“…A recent study by Nezlek, Wheeler, and Reis (1990) sought to provide a detailed analysis of gender differences in the relationship between peer-related social interaction and academic performance among college students. These researchers reasoned that amount of social interaction with peers would be unrelated to academic performance by females but negatively related to academic performance by males.…”

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confidence: 99%

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Are There Gender Differences in the Relationship Between Academic Performance and Social Behavior?

Burleson¹,

Samter

1992

Human Comm Res

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A growing body of research suggests that peer-related communication skills and experiences may facilitate academic achievement, especially in the college environment. However, there is substantial eoidence that men and women differ in peer-related interaction skills and patterns, suggesting that there may be gender di#erences in the relationship between academic performance and interaction with peers. Thus far, only OM study has systwatically examined this gender difference: that of Nezlek, Wheeler, and Reis. In their 1990 work, they rpported h t a that they interpreted as supporting the existence ofgender differences in the relationship between the scholastic performance of college students and aspects of their social interactions. The current articlepresents a reanalysis of their data, showing that there are no gender d f l i n c e s in the relationship between academic achievement and social participation. This article also reports a study assessing gender di3erences in relationships between academic perjbrnrance and loneliness, communication skills, and social acceptance. Participants (208 college students) completed the revised UCLA loneliness scale, tasks assessingjive communication skills, and sociometric measures providing multiple indices of social acceptance. Cumulative grade point averages (GPAs) were obtainadfrom the university registrar. Although several sign$-cant associations were detected between GPA and the loneliness and communication skill measures, no gender diflerences in the associations werefound. The results are discussed in terms of relationships between the orientations that students exhibit toward peers and their studies. growing body of research documents connections between certain oral communication competencies and academic A success. For example, two recent studies (Rubin & Graham, Brant R.

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Section: Discussionmentioning

confidence: 98%

Section: Academic Achievementmentioning

confidence: 99%

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confidence: 99%

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Are There Gender Differences in the Relationship Between Academic Performance and Social Behavior?

Burleson¹,

Samter

1992

Human Comm Res

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“…Boys in same peer group can have negative social interactions but in opposite sex peer group they can do better social interactions. Contrarily, girls have positive social interactions in same peer group (Nezlek et al, 1990).…”

Section: Demographic Factor and Prosocial Behavior Scorementioning

confidence: 99%

“…Students also interchange their views and share opinions explaining the instructions of teachers and share teaching materials which help for higher academic achievement. In a study, Nezlek et al (1990) investigated that academic performance was negatively correlated for males with their social interactions and for females, academic performance and were not correlated in both quality and quantity of their social interactions. The possible reason may that males and females may have similar level of social skills whereas for males the achievement was to the detriment of academic skills and for female interpersonal socialization was more salient.…”

Section: Prosocial Behaviors Influence On Academic Achievementmentioning

confidence: 99%

Untitled

2020

Int. J. Res. Rev. Educ.

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The aim of this study was to determine the relationship between academic achievement and prosocial behaviour of secondary school students. It contributes facts about the prevalence of prosocial behaviour among students. Moreover, it inquiries about gender differences in terms of prosocial behaviour. A total of 150 students (Grade IX) of Dhaka city were engaged in collecting data through demographic, prosocial scale questionnaires and focus group discussions (FGDs). Students' academic achievements were assessed using their grade point average (GPA) of Junior School Certificate (JSC) and prosocial behaviour was assessed from students prosocial behaviour assessment scale (SPBAS). A mixed method research design was applied where qualitative and quantitative data collection and analysis were used simultaneously. The findings showed a higher prevalence of prosocial behaviour among students and girls exhibited higher prosocial behaviour than boys. Moreover, the correlation analysis indicates a weak relationship. The qualitative data findings showed that prosocial behavior skills like cooperative and collaborative learning can help for achieving high academic achievement. Students who put more time on study may have less social interaction but also can achieve high academic achievement. The implications of these findings unfold better understanding of the students' prosocial behaviour, engagement and academic achievement of the secondary schools of Bangladesh.

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Einige Unterschiede zwischen Männern und Frauen

Ciccotti¹

2011

150 Psychologische Aha-Experimente

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Academic Performance and Social Behavior

Cited by 8 publications

References 14 publications

Are There Gender Differences in the Relationship Between Academic Performance and Social Behavior?

Are There Gender Differences in the Relationship Between Academic Performance and Social Behavior?

Untitled

Einige Unterschiede zwischen Männern und Frauen

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