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Academic self-concept, gender and single-sex schooling

Sullivan, A; (2009) Academic self-concept, gender and single-sex schooling. British Educational Research Journal , 35 (2) pp. 259-288. 10.1080/01411920802042960. Green open access

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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.

Type: Article
Title: Academic self-concept, gender and single-sex schooling
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/01411920802042960
Publisher version: http://dx.doi.org/10.1080/01411920802042960
Language: English
Additional information: This is the peer reviewed version of the following article: Sullivan, A; (2009) Academic self-concept, gender and single-sex schooling. British Educational Research Journal, 35 (2) pp. 259-288, which has been published in final form at: http://dx.doi.org/10.1080/01411920802042960. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-820227.html#terms).
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Science
URI: https://discovery.ucl.ac.uk/id/eprint/1473720
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