Gender Differences in the Relationship between Achievement and Self-Image During Early Adolescence

Abstract

This research tested whether the relationship between school achievement and self-image would show different developmental patterns for girls and boys during early adolescence. The study followed 242 subjects from sixth through eighth grade. Multiple correlations and covariance matrix analyses (LISREL) revealed a stronger positive relationship between school achievement and self-image for boys and girls in sixth grade and especially in seventh grade. Longitudinal analyses of covariance matrices, within gender, showed that the relationship between self-image and achievement decreased for girls and increased for boys as they moved from sixth to seventh grade. This trend reversed itself for girls and remained stable for boys between seventh and eighth grade. These finding are discussed in terms of gender intensification and the effects of classroom and social context changes that occur during early adolescence.

Gender differences in adolescents' self-concepts of assertion and affiliation

“…Although a number of researchers have found that boys perceive themselves as significantly more assertive than girls by early adolescence (Ahlgren & Johnson, 1979;Dusek et al, 1981;Galambos et al, 1990;Leahy & Eiter, 1980;Roberts, Sarigiani, Petersen, & Newman, 1990), others have found no gender differences in adolescent assertiveness, or that adolescent girls report being more assertive or autonomous in their relationships than boys do (Buhrmester et al, 1988;Hibbard, Tao, & White, 1997;Sharabany et al, 1981;Steinberg & Silverberg, 1986). Eccles, Barber, Jozefowicz, Malenchuk, and Vida (1999) found no gender differences in adolescents' self-ratings of leadership or independence while Feldman et al (1981) found that gender differences in assertiveness did not develop until later in life.…”

Stress management for young adolescent girls: strengthening connection in the school setting

“…Overall, boys showed an increase in the link between self-image and achievement from the sixth grade to the eighth grade. Roberts et al (1990) looked at this finding as being consistent with the gender intensification hypothesis which proposed that boys faced greater social pressures for achievement than girls as they moved into adolescence.…”

“…Roberts, Sarigiani, Petersen and Newman (1990) studied the relationship between school achievement and self image and found that there were developmental differences for girls and boys during early adolescence. The findings were discussed in terms of gender intensification and social context changes.…”

“…With girls, the decreased correlation as they moved from grade 6 to grade 7 may show the combined effects of gender intensification and environmental changes (Roberts et al 1990). Consider that a young adolescent's social network can be disrupted in moving to a new school.…”

“…Academic environments, social context changes and gender role pressures contribute to multiple stressors in early adolescent girls. Roberts et al ( 1990) encourage people in the teaching profession to strive for creating a school environment that is conducive to girls' as well as boys' achievement. Greater awareness of the needs of young adolescent girls and offering them support to challenge gender role influences could help create more of an "arena of comfort" for them.…”