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6 - Gendered happiness gap?

Adolescents’ academic wellbeing pathways

Published online by Cambridge University Press:  05 October 2014

By
Katariina Salmela-Aro
Edited by
Ingrid Schoon  and
Jacquelynne S. Eccles
Katariina Salmela-Aro
Affiliation:
University of Jyväskylä
Ingrid Schoon
Affiliation:
Institute of Education, University of London
Jacquelynne S. Eccles
Affiliation:
University of Michigan, Ann Arbor
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Summary

Abstract

The aim of this chapter is to present recent research findings on gendered academic wellbeing obtained by applying both person- and variable-oriented approaches in the context of the stage-environment-fit theory and the life-span model of motivation. The research formed part of the ongoing FinEdu longitudinal study, where all the students in the same city in Finland were followed from the end of comprehensive school at age 15 to young adulthood at age 23. The variable-oriented results showed that school burnout increased in high school after comprehensive school. Analysis of gendered pathways showed that cynicism increased, particularly among boys on the academic track, whereas feelings of inadequacy increased among girls. Moreover, among girls on the vocational track, feelings of inadequacy as a student decreased. Applying a person-oriented approach among those on the academic track revealed four groups or typologies: engaged, engaged–exhausted, cynical, and burned out. At the beginning of high school, more cynical boys, fewer cynical girls, and more engaged boys were found than would be expected by chance. In the final year of high school, there were more engaged–exhausted girls, fewer engaged–exhausted boys, and fewer engaged boys than would be expected by chance.

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Type
Chapter
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Gender Differences in Aspirations and Attainment
A Life Course Perspective
 , pp. 146 - 160
Publisher: Cambridge University Press
Print publication year: 2014

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