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• W2405168391 abstract "Previous research on consequences of schools’ gender composition has mostly investigated students’ socio-emotional wellbeing and achievement, while students’ academic attitudes and behavioural outcomes – including school deviancy – have been less studied. Moreover, most studies compared single-sex and coeducational schools, and did not focus on the proportion of girls at school. Starting from reference group theory, we hypothesize that boys attending schools with a higher proportion of girls adopt the latter’s positive study attitudes, rendering them less susceptible to disruptive behaviour. Conversely, girls in schools with more boys are expected to adopt the latter’s negative study attitudes, consequently being more likely to misbehave. Multilevel analyses on data from the Flemish Educational Assessment (FlEA), consisting of 5961 girls and 5638 boys in 81 schools, showed that both boys and girls valued studying more and were less likely to misbehave at school when proportionally more girls attended their school. Implications are discussed." @default.
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• W2405168391 date "2012-01-01" @default.
• W2405168391 modified "2023-09-27" @default.
• W2405168391 title "Taking the attitude of the other: the role of study attitudes in mediating gender compositional effects on girls’ and boys' school misbehavior" @default.
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