Abstract
This study investigates sex differences in two aspects of family learning environment as subjectively viewed by adolescents: parents' educational expectations and relationships with parents. Analysis of the data collected from 105 young Israeli adolescents (65 males and 40 females) shows sex differences in both aspects of family learning environment. These differences are (a) a negative relation between idealistic expectations and academic performance for females and a positive relation between realistic expectations and academic performance for males, and (b) a positive relation between estimated similarity with father and academic performance for females and a negative relation between social emotional relationship with father and academic performance for males. These sex differences are viewed in light of the greater complexity of female identity as it is related to low achieving females' perceived pressure to improve academic performance and high achieving females' feeling closer to their fathers.
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Received Ph.D. from Hebrew University of Jerusalem. Current research interests include social aspects of adolescents' development and schooling with special emphasis on adolescents' self-image and future time orientation.
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Seginer, R. Family learning environment: The subjective view of adolescent males and females. J Youth Adolescence 14, 121–131 (1985). https://doi.org/10.1007/BF02098652
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DOI: https://doi.org/10.1007/BF02098652