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|Title: ||Gender differences in first-year College students’ academic expectations|
|Authors: ||Diniz, A. M.|
Araújo, A. M.
Costa, A. R.
Almeida, L. S.
|Editors: ||Meek, V. Lynn|
|Keywords: ||academic engagement|
structural equation modelling
|Issue Date: ||2016|
|Publisher: ||Studies in Higher Education - Taylor & Francis|
|Citation: ||Diniz, A. M., Alfonso, S., Araújo, A. M., Deaño, M., Costa, A. R., Conde, Á., & Almeida, L. S. (2016). Gender differences in first-year College students’ academic expectations. Studies in Higher Education. doi:10.1080/03075079.2016.1196350 (Advance online publication)|
|Abstract: ||Based on a multidimensional definition of academic expectations (AEs), the
authors examine students’ AE component scores across countries and genders.
Two samples (343 Portuguese and 358 Spanish students) completed the
Academic Perceptions Questionnaire (APQ) six months after enrolling in their
universities. Factorial invariance was ensured across countries and genders,
allowing us to study AEs using the APQ for both genders and in both countries.
No significant differences in factor means were found between countries,
indicating that AEs are not an obstacle to student mobility. Gender differences
were found in some AE factor means, Training for employment, Personal and
social development, Student mobility, Political engagement and citizenship, and
Social pressure, with males exhibiting higher scores. Because these differences
are not supported by most literature in this domain, further studies are needed to
clarify the causes of women’s lower expectations and, therefore, risk of
|Appears in Collections:||CIEP - Publicações - Artigos em Revistas Internacionais Com Arbitragem Científica|
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