Gender differences in first-year college students’ academic expectations




Details zur Publikation

Autorenliste: Araújo, A. M., Diniz, A. M., Alfonso, S., Deaño, M., Costa, A. R., Conde, A., & Almeida, L. S.
Verlag: Taylor & Francis (Routledge): SSH Titles
Jahr der Veröffentlichung: 2016
Zeitschrift: Studies in Higher Education (0307-5079)
Bandnummer: 43
Heftnummer: 4
ISSN: 0307-5079
eISSN: 1470-174X
Sprachen: Englisch-Vereinigtes Königreich (EN-GB)


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

adaptation difficulties.


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Zuletzt aktualisiert 2019-13-08 um 00:52