Affiliation:
1. Duke University Center for the Study of Aging and Human Development, Durham, N.C. 27710.
Abstract
Boys have difficulties in learning far more often than girls. While girls' relatively more advanced cognitive development may account for some of this difference, the present questionnaire study of 222 grade school children shows that sex differences In emotional response to failure could amplify the effect. Failing girls have the alternative of pleasing the teacher by good behavior, a so-called feminine attribute, whereas most failing boys have to resort to excellence in sports or leadership, qualities which are less valued and not readily accessible in the classroom. Failing girls' acceptable social behavior receives the teacher's approval, whereas failing boys behave antisocially, which further discredits them with the teacher, setting up a vicious cycle.
Subject
General Health Professions,Education,Health (social science)
Reference9 articles.
1. Berlin, I.: A psychiatric view of learning disorders. Proceedings of 61st Ross Conference on Pediatric Research - Learning Disorders in Children. Columbus, O.: Ross Lab. 1969.
2. Parents' Attitudes and Behaviors and Grade-School Children's Academic Achievements
3. Differences Between Leaders and Nonleaders in Six- to Eleven-Year-Old Children
Cited by
17 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献