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Sullivan Alice (2009). « Academic self-concept, gender and single-sex schooling ». British Educational Research Journal, vol. 35, n° 2, avril, p. 259–288. En ligne : <http://ejournals.ebsco. ... ContributionID=18244352>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:44 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Sullivan2009
Categories: General
Keywords: genre, résultat scolaire
Creators: Sullivan
Collection: British Educational Research Journal
Views: 633/1163
Views index: 15%
Popularity index: 3.75%
URLs     http://ejournals.e ... ibutionID=18244352
Abstract     
This article assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). It addresses the question of whether attending single-sex or co-educational schools affected students' perceptions of their own academic abilities (academic self-concept). Academic self-concept was found to be highly gendered, even controlling for prior test scores. Boys had higher self-concepts in mathematics and science, and girls in English. Single-sex schooling reduced the gender gap in self-concept, while selective schooling was linked to lower academic self-concept overall.
Added by: Marie Gaussel  
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