A3 Book section, Chapters in research books
Gendered happiness gap? : Adolescents' academic wellbeing pathways (2014)

Salmela-Aro, K. (2014). Gendered happiness gap? : Adolescents' academic wellbeing pathways. In I. Schoon, & J. S. Eccles (Eds.), Gender Differences in Aspirations and Attainment : A Life Course Perspective (pp. 146-160). Cambridge University Press. https://doi.org/10.1017/CBO9781139128933.010

JYU authors or editors

Publication details

All authors or editors: Salmela-Aro, Katariina

Parent publication: Gender Differences in Aspirations and Attainment : A Life Course Perspective

Parent publication editors: Schoon, Ingrid; Eccles, Jacquelynne S.

ISBN: 978-1-107-02172-3

eISBN: 978-1-139-12893-3

Publication year: 2014

Pages range: 146-160

Number of pages in the book: 506

Publisher: Cambridge University Press

Place of Publication: Cambridge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1017/CBO9781139128933.010

Publication open access: Not open

Publication channel open access: 

Abstract

The aim of this chapter is to present recent research findings on gendered academic wellbeing obtained by applying both person- and variable-oriented approaches in the context of the stage-environment-fit theory and the lifespan model of motivation. The research formed part of the ongoing FinEdu longitudinal study, where all the students in the same city in Finland were followed from the end of comprehensive school at age 15 to young adulthood at age 23. The variable-oriented results showed that school burnout increased in high school after comprehensive school. Analysis of gendered pathways showed that cynicism increased, particularly among boys on the academic track, whereas feelings of inadequacy increased among girls. Moreover, among girls on the vocational track, feelings of inadequacy as a student decreased. Applying a person-oriented approach among those on the academic track revealed four groups or typologies: engaged, engaged–exhausted, cynical, and burned out. At the beginning of high school, more cynical boys, fewer cynical girls, and more engaged boys were found than would be expected by chance. In the i nal year of high school , there were more engaged–exhausted girls, fewer engaged–exhausted boys, and fewer engaged boys than would be expected by chance.

Keywords: general upper secondary school students; school attendance; well-being; study motivation; exhaustion; gender differences; gendering

Contributing organizations

Ministry reporting: Yes