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Gender Difference on Anxiety and Academic Achievement among Selected Residential High School Children
Abstract
To assess the gender differences on anxiety and academic achievement, the study was conducted on a purposively selected sample of 330 residential children from VIII, IX and X standards. Anxiety was measured by using Cattel’s Anxiety Scale and marks obtained in the previous final examination were considered for assessing academic achievement. Results revealed that residential children were high in their anxiety and also in their academic achievement. Boys were significantly having higher anxiety while girls were higher in academic achievement. Results also reported no significant difference between both boys and girls of VIII, IX and X standards on their anxiety, while there was a significant difference on their academic achievement. A significant negative relationship between lack of self-sentiment, guilt-proneness and overall anxiety with the academic achievement of children was reported. Hence there is a need for counseling residential school children to overcome their higher anxiety and improve their academic performance.
... Students' academic performance is characterized with different factors such as gender, age, social economic status of parents, school mobility, daily study hours, university residential halls and anxiety [1,2]. However, the quality of student and their performance is vital to educators. ...
... Research conducted by Adetunde and Asare [32] opined that no significant difference between day and boarding school students in terms of their academic performance in mathematics. Research suggested that residential school accommodation play vital role in the physical well-being of the students and hence their academic performance positively or negatively [2]. The uniqueness of the findings of previous researchers is that they all based their methods of hypothesis testing on the use of the contingency table as prelude to the computation of the chi square value. ...
... Literature review also has taken demographic analysis with student"s socio economic background , language (medium of instruction), intelligence, apart from the personality traits to understand its impact on academic anxiety. Grills-Traquechel et al. (2012) confirmed that gender studies on anxiety (Kanu and Jassal, 2011),did not show as to who is susceptible to higher levels of anxiety; male or females (Verma, 2018) (Mokashi et al. 2012). Conflicting reports in research with girls more susceptible (McClure et al. 2011), than boys in school based work has been found, which makes the gender based impact on academic anxiety studies not to be conclusive in outcomes. ...
... However it is not that only poor students suffer from anxiety, even affluent students as per Bhasin et al. (2010) has been affected with signs of depression, due to long term exposure to high anxiety levels of academic workload. There is a high pressure not only to perform in Indian school boards, but also to qualify in entrance examinations, survive in boarding schools (Mokashi et al. 2012) showing social maturity (Puar and Thukral, 2012) during adolescent phase than that of home schooled children in managing anxiety (Patel, 2016). For few boarding students, amidst the peer pressure in hostel environment and meeting teacher expectations and parental expectations is higher (Shah and Sharma, 2012). ...
This review of literature focusses on the Indian education system in secondary and higher secondary schools. The issue of academic anxiety as a part of the student life at home and at school environment is subject to varied forces of pressure. The student undergoes, home schooling under parental guidance and shifts to classroom based societal interaction with teachers, peers. The student"s academic anxiety stems from examination, or "test anxiety" apart from class performance, peer pressure, social pressure and the parental expectations. Irrespective of gender, age, rural/urban, type of boards, socio economic background, academic anxiety has been found to be related to the increasing level of tough subjects (science, mathematics) in academic syllabus. Results of long-term exposure to high academic anxiety levels has resulted into fear psychosis, withdrawal from school, phobia from subject or blame of being a non-achiever. Academic performance is dependent on student"s individual self-identity, and developing self-efficacy renders confidence in taking final decisions in study strategy. The extensive secondary research shows emotional intelligence in maintaining the societal relationship is key for the student, while effective time management has been evident as a competency in higher secondary students. Parental encouragement and teacher recognising student effort helps socially, helps the academic achievement drive to be prolonged. It provides a boost to student motivation levels, attain greater control over the stable factors impacting academic achievement.
... Academic achievement refers to the degree or level of success attained in school performance. Students' academic achievement is an extremely important indicator of whether they will continue higher education and plays an equally important role in the decision regarding their selection and placement in an organization or institution (Mokashi, Yadav, & Khadi, 2012). In many countries, for example, Turkey, students' secondary school, college, or university academic performance is evaluated with the help of standardized tests and examinations that are part of the countries' educational systems. ...
Context-based questions can be effective in reducing test anxiety and increasing science achievement. The purpose of this research was to determine the effects of context-based questions on the test anxiety and science achievement of secondary school students enrolled in a science course, in relation to gender. Seventy students who were found to have high levels of test anxiety were selected from the 185 seventh-grade students at a public school in Turkey. The Revised Test Anxiety Scale (RTAS) was used to measure the students’ test anxiety. The scores the students obtained in three different examinations were considered as indicators of their academic achievement. The analysis results showed that there was a statistically significant difference between the test anxiety and science achievement scores of the students who were given context-based questions and the corresponding scores of the students who were given conventional questions. However, there was no statistically significant difference between the main effect of gender and treatment and there was no gender interaction effect. These findings suggest that context-based questions can be considered as a better alternative to conventional questions for reducing students’ test anxiety and improving their science achievement.
... Female students also tend to show more academic performance stress compared to male students (Madhyastha, Latha, & Kamath, 2014). However, some research has reported no gender differences in anxiety (Mokashi, Yadav, & Khadi, 2012). ...
In this pilot study, we examined positive and negative well-being among 60 students from theological and conventional schools. Participants included 30 students (50% females) from each school, aged 16–18 years. Self-reported measures included life satisfaction and achievement motivation for positive well-being and stress and anxiety for negative well-being. Results indicated that theological school students reported much lower life satisfaction compared to students in conventional schools with a large effect size. Similar patterns were observed with stress and anxiety, although effects were small. There were no differences in achievement motivation between the two schools. Regarding gender, findings showed that males reported lower stress and anxiety than their female counterparts and these effects were large. Genders did not differ in life satisfaction and achievement motivation.
The objective of the present study was to investigate A study of anxiety of adolescents in relation to their stream, type of college and academic achievement. For this purpose 284 adolescents has been taken from aided and self financed college related to science and commerce streams through purposive sampling between the age range of 17 to 18 years. Self-made Anxiety scale for adolescent was used to find out the anxiety among adolescents. Students result is considered to determine the academic achievement. To analyze and interpret the data, mean, S.D, t-test and Pearson product correlation coefficient were used. The findings revealed that there is no significant difference was found between aided and self-financed college adolescents in relation to their anxiety. While a significant difference was found between aided and self-financed college adolescents in relation to their academic achievement. Finding also shows a significant difference was found between science and commerce stream adolescents in relation to their anxiety. While a significant difference was found between science and commerce stream adolescents in relation to their academic achievement. A negative correlation was found between anxiety and academic achievement of adolescents.
The present study aims to investigate theimpact of depression, anxiety and stress on academic achievements of students at the higher secondary level. Using random sampling technique 200 students, from the higher secondary level in different systems of education, the Depression, anxiety and stress scale (DASS) was used and their marks of class 9 th were taken as academic achievement. The data collected is subjected to statistical analysis, mean, Standard deviation, t-test. The results indicate that there exists significant difference in academic achievement of high and low higher secondary students. High academic achievers found to be less academically anxious, depressed, stressed and had better academic achievement than low achievers. The findings of the present study may assist stakeholders in the education in developing a better understanding of the psychological effects of academic achievement of higher secondary students. The results of this study also provide insights for faculty members and institutions for better academic performance of the students.
This study investigates the dynamics of adolescents’ life satisfaction and the effects of academic success on life satisfaction using the Korean Youth Panel Survey (KYPS) 2003-2007 data. Unlike the previous studies, our dynamic ordered probit models allow for persistence in life satisfaction which is attributable both to unobserved individual heterogeneity and to state dependence. First, we find that strong state dependence exists in adolescents’ life satisfaction, that is, current life satisfaction is significantly affected by the previous state. Second, we show that academic success undoubtedly affects adolescents’ life satisfaction even after controlling for the state dependence. Finally, we present that there exists an interesting gender difference: boys show stronger persistence in the state of high life satisfaction, whereas girls have stronger persistence in dissatisfaction.
There is disagreement over whether girls or boys are at risk in the context of school. Girls outperform boys in school, particularly in stereotypically feminine subjects. However, girls are also more vulnerable to internal distress than boys are. The aim of this research was to understand this pattern of gender differences. Gender differences in academic performance and internal distress were examined in elementary school children moving into adolescence. Girls outperformed boys across all 4 subjects but were also more prone to internal distress than boys were. Girls doing poorly in school were the most vulnerable to internal distress. However, even girls doing well in school were more vulnerable than boys were. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article presents an examination of the little noted sex-related difference in classroom grades. In contrast to standardized measures of mathematics achievement, girls receive better math grades than do boys. Three hypotheses are proposed to account for this difference. The first hypothesis proposes that boys' greater math experience facilitates their performance on standardized tests. The second hypothesis proposes that math learning styles account for the observed differences. Autonomous learning behavior is presumed to facilitate performance on standardized tests, whereas rote learning is presumed to facilitate performance on classroom exams. The third hypothesis proposes that boys and girls respond differently to novel and familiar achievement situations. It is hypothesized that girls do better when dealing with familiar situations such as classroom exams, whereas boys do better when dealing with novel situations such as standardized tests. Theoretical and empirical evidence consistent with each hypothesis is reviewed, and directions for further research are explored. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article reviews evidence for a gender difference in responsiveness to others' evaluations in achievement situations. Studies show that women's self-evaluations are more responsive to the valence of the evaluative feedback they receive than are men's. A number of possible explanations for this effect are then discussed, with the best evidence pointing to men's and women's differing construals of the informational value of others' evaluations in such situations. Research on the behavioral consequences of women's lower status as well as on children's experiences with evaluative feedback provides potential explanations for this effect. A more proximal explanation, however, lies in men's and women's different approaches to evaluative achievement situations. Men may be particularly likely to respond to the competitive nature of evaluative achievement and hence to adopt a self-confident approach that leads them to deny the informational value of others' evaluations. Women may be particularly likely to approach such situations as opportunities to gain information about their abilities.
This is a descriptive chapter reporting data on gender differences and similarities in academic achievement. The purpose of this chapter is to look at the achievement picture more broadly by examining data on a number of relevant characteristics and attributes. These range from other ways of gauging academic accomplishment (academic honors, courses taken, and grades in school) other than test scores to differences in attitudes, interests and activities in and out of school. The authors have used data from large, nationally representative samples where possible. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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