Skip to main content
SpringerLink
Log in

Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School

  • Original Article
  • Published:
Sex Roles Aims and scope Submit manuscript

Abstract

Male students show less academic effort and lower academic achievement than do female students. The present study aimed to shed more light on the reasons for why male students show low academic effort despite the finding that this undermines their academic achievement. We explored whether students experience psychological benefits from showing low effort or “effortless” achievement in school and whether these benefits are greater for male than for female students. In two experimental vignette studies with independent samples of German ninth graders (N = 210) and teachers (N = 176), we systematically varied student targets’ gender, effort, and achievement and tested for effects on targets’ ascribed intelligence, popularity, likeability, masculinity, femininity, and gender-typicality. The “effortless” achiever was rated as more popular than students showing high effort. Teachers perceived the effortless achiever as the most intelligent target. Academic effort further increased students’ ratings of a low-achieving target’s likeability and students’ and teachers’ ratings of all targets’ femininity as well as decreased students’ ratings of all targets’ masculinity. Students and teachers perceived targets showing low (vs. high) effort as more similar to a typical boy, whereas teachers perceived targets showing high (vs. low) effort as more similar to a typical girl. Results indicate a need to understand the psychological benefits of low academic engagement, especially for male students, and to address the feminine stereotyping of (academic) effort.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Adler, P. A., Kless, S. J., & Adler, P. (1992). Socialization to gender roles: Popularity among elementary school boys and girls. Sociology of Education, 65, 169–187. doi:10.2307/2112807.

    Article  Google Scholar 

  • Bigler, R. S. (1995). The role of classification skill in moderating environmental influences on children’s gender stereotyping: A study of the functional use of gender in the classroom. Child Development, 66, 1072–1087. doi:10.1111/j.1467-8624.1995.tb00923.x.

    Article  Google Scholar 

  • Boekaerts, M. (2007). Self-regulation and effort investment. In W. Damon, R. M. Lerner, K. A. Renninger, & I. E. Sigel (Eds.), Handbook of child psychology: Child psychology in practice (6th ed., Vol. 4, pp. 345–377). New York: Wiley.

    Google Scholar 

  • Brookhart, S. M. (1993). Teachers’ grading practices: Meaning and values. Journal of Educational Measurement, 30, 123–142. doi:10.1111/j.1745-3984.1993.tb01070.x.

    Article  Google Scholar 

  • Bruyn, E. H., & Cillessen, A. H. N. (2006). Heterogeneity of girls’ consensual popularity: Academic and interpersonal behavioral profiles. Journal of Youth and Adolescence, 35, 412–422. doi:10.1007/s10964-005-9023-4.

    Article  Google Scholar 

  • Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender inequalities in education. Annual Review of Sociology, 34, 319–337. doi:10.1146/annurev.soc.34.040507.134719.

    Article  Google Scholar 

  • Butler, R. (1998). Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology, 90, 630–643. doi:10.1037/0022-0663.90.4.630.

    Article  Google Scholar 

  • Carbonaro, W. (2005). Tracking, students’ effort, and academic achievement. Sociology of Education, 78, 27–49. doi:10.1177/003804070507800102.

    Article  Google Scholar 

  • Charness, G., Gneezy, U., & Kuhn, M. A. (2012). Experimental methods: Between-subject and within-subject design. Journal of Economic Behavior & Organization, 81, 1–8. doi:10.1016/j.jebo.2011.08.009.

    Article  Google Scholar 

  • Cho, H.-C., & Abe, S. (2013). Is two-tailed testing for directional research hypotheses tests legitimate? Journal of Business Research, 66, 1261–1266. doi:10.1016/j.jbusres.2012.02.023.

    Article  Google Scholar 

  • Cillessen, A. H. N., & Marks, P. E. L. (2011). Conceptualizing and measuring popularity. In A. H. N. Cillessen, D. Schwartz, & L. Mayeux (Eds.), Popularity in the peer system (pp. 25–56). New York: Guilford Press.

    Google Scholar 

  • Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147–163. doi:10.1111/j.1467-8624.2004.00660.x.

    Article  PubMed  Google Scholar 

  • Cizek, G. J., Fitzgerald, S. M., & Rachor, R. A. (1995). Teachers’ assessment practices: Preparation, isolation, and the kitchen sink. Educational Assessment, 3, 159–179. doi:10.1207/s15326977ea0302_3.

    Article  Google Scholar 

  • Cooper, K. S. (2014). Eliciting engagement in the high school classroom: A mixed-methods examination of teaching practices. American Educational Research Journal, 51, 363–402. doi:10.3102/0002831213507973.

    Article  Google Scholar 

  • Covell, K., McNeil, J. K., & Howe, R. B. (2009). Reducing teacher burnout by increasing student engagement: A children’s rights approach. School Psychology International, 30, 282–290. doi:10.1177/0143034309106496.

    Article  Google Scholar 

  • Covington, M. V., & Omelich, C. L. (1979a). Effort: The double-edged sword in school achievement. Journal of Educational Psychology, 71, 169–182. doi:10.1037/0022-0663.71.2.169.

    Article  Google Scholar 

  • Covington, M. V., & Omelich, C. L. (1979b). It’s best to be able and virtuous too: Student and teacher evaluative responses to successful effort. Journal of Educational Psychology, 71, 688–700. doi:10.1037/0022-0663.71.5.688.

    Article  Google Scholar 

  • Downey, D. B., & Vogt Yuan, A. S. (2005). Sex differences in school performance during high school: Puzzling patterns and possible explanations. The Sociological Quarterly, 46, 299–321. doi:10.1111/j.1533-8525.2005.00014.x.

    Article  Google Scholar 

  • Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores. Journal of Educational Psychology, 98, 198–208. doi:10.1037/0022-0663.98.1.198.

    Article  Google Scholar 

  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048. doi:10.1037/0003-066X.41.10.1040.

    Article  Google Scholar 

  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. doi:10.1146/annurev.psych.53.100901.135153.

    Article  PubMed  Google Scholar 

  • Egan, S. K., & Perry, D. G. (2001). Gender identity: A multidimensional analysis with implications for psychosocial adjustment. Developmental Psychology, 37, 451–463. doi:10.1037/0012-1649.37.4.451.

    Article  PubMed  Google Scholar 

  • Feick, D. L., & Rhodewalt, F. (1997). The double-edged sword of self-handicapping: Discounting, augmentation, and the protection and enhancement of self-esteem. Motivation and Emotion, 21, 147–163. doi:10.1023/A:1024434600296.

    Article  Google Scholar 

  • Fiske, S. T., & Neuberg, S. L. (1990). A continuum of impression formation, from category based to individuating processes: Influences of information and motivation on attention and interpretation. Advances in Experimental Social Psychology, 23, 1–74. doi:10.1016/s0065-2601(08)60317-2.

    Article  Google Scholar 

  • Haag, L., & Götz, T. (2012). Mathe ist schwierig und Deutsch aktuell: Vergleichende Studie zur Charakterisierung von Schulfächern aus Schülersicht [Math is difficult and German up to date: A study on the characterization of subject domains from students’ perspective]. Psychologie in Erziehung und Unterricht, 59, 32–46. doi:10.2378/peu2012.art03d.

    Article  Google Scholar 

  • Heine, S. J., Kitayama, S., Lehman, D. R., Takata, T., Ide, E., Leung, C., & Matsumoto, H. (2001). Divergent consequences of success and failure in Japan and North America: An investigation of self-improving motivations and malleable selves. Journal of Personality and Social Psychology, 81, 599–615. doi:10.1037/0022-3514.81.4.599.

    Article  PubMed  Google Scholar 

  • Hess, R. D., & Azuma, H. (1991). Cultural support for schooling: Contrasts between Japan and the United States. Educational Researcher, 20, 2–9. doi:10.3102/0013189X020009002.

    Article  Google Scholar 

  • Heyder, A., & Kessels, U. (2013). Is school feminine? Implicit gender stereotyping of school as a predictor of academic achievement. Sex Roles, 69, 605–617. doi:10.1007/s11199-013-0309-9.

    Article  Google Scholar 

  • Heyder, A., & Kessels, U. (2015). Do teachers equate male and masculine with lower academic engagement? How student’s gender enactment triggers gender stereotypes at school. Social Psychology of Education, 18, 467–485. doi:10.1007/s11218-015-9303-0.

    Article  Google Scholar 

  • Holloway, S. D. (1988). Concepts of ability and effort in Japan and the United States. Review of Educational Research, 58, 327–345. doi:10.2307/1170258.

    Article  Google Scholar 

  • Hyde, J. S., & Lindberg, S. M. (2007). Facts and assumptions about the nature of gender differences and the implications for gender equity. In S. S. Klein, B. Richardson, D. A. Grayson, L. H. Fox, C. Kramarae, D. S. Pollard, & C. A. Dwyer (Eds.), Handbook for achieving gender equity through education (pp. 19–32). Mahwah: Erlbaum.

    Google Scholar 

  • Ireson, J., & Hallam, S. (2005). Pupils’ liking for school: Ability grouping, self-concept and perceptions of teaching. British Journal of Educational Psychology, 75, 297–311. doi:10.1348/000709904X24762.

    Article  PubMed  Google Scholar 

  • Jackson, C. (2002). ‘Laddishness’ as a self-worth protection strategy. Gender and Education, 14, 37–50. doi:10.1080/09540250120098870.

    Article  Google Scholar 

  • Jackson, C. (2003). Motives for ‘laddishness’ at school: Fear of failure and fear of the ‘feminine’. British Educational Research Journal, 29, 583–598. doi:10.1080/01411920301847.

    Article  Google Scholar 

  • Jackson, C., & Dempster, S. (2009). ‘I sat back on my computer … with a bottle of whisky next to me’: Constructing ‘cool’ masculinity through ‘effortless’ achievement in secondary and higher education. Journal of Gender Studies, 18, 341–356. doi:10.1080/09589230903260019.

    Article  Google Scholar 

  • Jackson, C., & Nyström, A.-S. (2015). ‘Smart students get perfect scores in tests without studying much’: Why is an effortless achiever identity attractive, and for whom is it possible? Research Papers in Education, 30, 393–410. doi:10.1080/02671522.2014.970226.

    Article  Google Scholar 

  • Jewell, J. A., & Brown, C. S. (2014). Relations among gender-typicality, peer relations, and mental health during early adolescence. Social Development, 23, 137–156. doi:10.1111/sode.12042.

    Article  Google Scholar 

  • Jussim, L., & Eccles, J. S. (1992). Teacher expectations: II. Construction and reflection of student achievement. Journal of Personality and Social Psychology, 63, 947–961. doi:10.1037/0022-3514.63.6.947.

    Article  Google Scholar 

  • Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131–155. doi:10.1207/s15327957pspr0902_3.

    Article  PubMed  Google Scholar 

  • Jussim, L., Eccles, J. S., & Madon, S. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. Advances in Experimental Social Psychology, 28, 281–388.

    Article  Google Scholar 

  • Juvonen, J., & Murdock, T. B. (1995). Grade-level differences in the social value of effort: Implications for self-presentation tactics of early adolescents. Child Development, 66, 1694–1705. doi:10.2307/1131904.

    Article  PubMed  Google Scholar 

  • Kenney-Benson, G. A., Pomerantz, E. M., Ryan, A. M., & Patrick, H. (2006). Sex differences in math performance: The role of children’s approach to schoolwork. Developmental Psychology, 42, 11–26. doi:10.1037/0012-1649.42.1.11.

    Article  PubMed  Google Scholar 

  • Kessels, U. (2002). Undoing gender in der Schule: Eine empirische Studie über Koedukation und Geschlechtsidentität im Physikunterricht [Undoing gender at school: An empirical study on coeducation and gender identity in physics]. Juventa: Weinheim.

    Google Scholar 

  • Kessels, U. (2005). Fitting into the stereotype: How gender-stereotyped perceptions of prototypic peers relate to liking for school subjects. European Journal of Psychology of Education, 20, 309–323. doi:10.1007/BF03173559.

    Article  Google Scholar 

  • Kessels, U. (2013). How epistemological beliefs relate to values and gender orientation. Learning and Individual Differences, 23, 256–261. doi:10.1016/j.lindif.2012.10.008.

    Article  Google Scholar 

  • Kessels, U., Heyder, A., Latsch, M., & Hannover, B. (2014). How gender differences in academic engagement relate to students’ gender identity. Educational Research, 56, 219–228. doi:10.1080/00131881.2014.898916.

    Article  Google Scholar 

  • Krahé, B., Berger, A., & Möller, I. (2007). Entwicklung und Validierung eines Inventars zur Erfassung des Geschlechtsrollen-Selbstkonzepts im Jugendalter [Development and validation of an inventory for measuring gender role self-concept in adolescence]. Zeitschrift für Sozialpsychologie, 38, 195–208. doi:10.1024/0044-3514.38.3.195.

    Article  Google Scholar 

  • LaFontana, K. M., & Cillessen, A. H. N. (2010). Developmental changes in the priority of perceived status in childhood and adolescence. Social Development, 19, 130–147. doi:10.1111/j.1467-9507.2008.00522.x.

    Article  Google Scholar 

  • Lam, S.-f., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., … Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 50, 77–94. doi:10.1016/j.jsp.2011.07.004.

  • Lease, A. M., Musgrove, K. T., & Axelrod, J. L. (2002). Dimensions of social status in preadolescent peer groups: Likability, perceived popularity, and social dominance. Social Development, 11, 508–533. doi:10.1111/1467-9507.00213.

    Article  Google Scholar 

  • Legewie, J., & DiPrete, T. A. (2012). School context and the gender gap in educational achievement. American Sociological Review, 77, 463–485. doi:10.1177/0003122412440802.

    Article  Google Scholar 

  • Lietaert, S., Roorda, D., Laevers, F., Verschueren, K., & De Fraine, B. (2015). The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement. British Journal of Educational Psychology, 85, 498–518. doi:10.1111/bjep.12095.

    Article  PubMed  Google Scholar 

  • Lysne, A. (1984). Grading of student’s attainment: Purposes and functions. Scandinavian Journal of Educational Research, 28, 149–165. doi:10.1080/0031383840280303.

    Article  Google Scholar 

  • McCrea, S. M., Hirt, E. R., & Milner, B. J. (2008). She works hard for the money: Valuing effort underlies gender differences in behavioral self-handicapping. Journal of Experimental Social Psychology, 44, 292–311. doi:10.1016/j.jesp.2007.05.006.

    Article  Google Scholar 

  • McMillan, J. H. (2001). Secondary teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20, 20–32. doi:10.1111/j.1745-3992.2001.tb00055.x.

    Article  Google Scholar 

  • McMillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers’ classroom assessment and grading practices. The Journal of Educational Research, 95, 203–213. doi:10.1080/00220670209596593.

    Article  Google Scholar 

  • National Center for Education Statistics. (2007). The condition of education. Washington, DC: U.S. Government Printing Office.

    Google Scholar 

  • Neugebauer, M. (2011). Werden Jungen von Lehrerinnen bei den Übergangsempfehlungen für das Gymnasium benachteiligt? Eine Analyse auf Basis der IGLU-Daten [Do female teachers discriminate against boys in tracking recommendations? An analysis on the basis of the IGLU-data]. In A. Hadjar (Ed.), Werden Jungen von Lehrerinnen bei den Übergangsempfehlungen für das Gymnasium benachteiligt? Eine Analyse auf Basis der IGLU-Daten (pp. 235–260). Wiesbaden: VS Verlag für Sozialwissenschaften.

    Google Scholar 

  • Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. J. Sternberg & J. Kolligian (Eds.), Competence considered (pp. 11–40). New Haven: Yale University Press.

    Google Scholar 

  • Organisation for Economic Co-operation and Development. (2013). PISA 2012 results: Ready to learn (volume III). Paris: OECD Publishing.

    Google Scholar 

  • Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. doi:10.1037/0022-0663.82.1.33.

    Article  Google Scholar 

  • Randall, J., & Engelhard, G. (2010). Examining the grading practices of teachers. Teaching and Teacher Education, 26, 1372–1380. doi:10.1016/j.tate.2010.03.008.

    Article  Google Scholar 

  • Rentzsch, K., Schütz, A., & Schröder-Abé, M. (2011). Being labeled nerd: Factors that influence the social acceptance of high-achieving students. The Journal of Experimental Education, 79, 143–168. doi:10.1080/00220970903292900.

    Article  Google Scholar 

  • Rhodewalt, F., & Fairfield, M. (1991). Claimed self-handicaps and the self-handicapper: The relation of reduction in intended effort to performance. Journal of Research in Personality, 25, 402–417. doi:10.1016/0092-6566(91)90030-T.

    Article  Google Scholar 

  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387. doi:10.1037/a0026838.

    Article  PubMed  Google Scholar 

  • Rosenthal, R. (1976). Experimenter effects in behavioral research. Oxford: Irvinton.

    Google Scholar 

  • Salmela-Aro, K., Kiuru, N., Pietikäinen, M., & Jokela, J. (2008). Does school matter? the role of school context for school burnout. European Psychologist, 13, 1–13. doi:10.1027/1016-9040.13.1.12.

    Article  Google Scholar 

  • Schwartz, S. H., & Rubel, T. (2005). Sex differences in value priorities: Cross-cultural and multimethod studies. Journal of Personality and Social Psychology, 89, 1010–1028. doi:10.1037/0022-3514.89.6.1010.

    Article  PubMed  Google Scholar 

  • Schwartz, D., Gorman, A. H., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology, 42, 1116–1127. doi:10.1037/0012-1649.42.6.1116.

    Article  PubMed  Google Scholar 

  • Schwinger, M., Steinmayr, R., & Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence. Learning and Individual Differences, 19, 621–627. doi:10.1016/j.lindif.2009.08.006.

    Article  Google Scholar 

  • Steffens, M. C., Jelenec, P., & Noack, P. (2010). On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. Journal of Educational Psychology, 102, 947–963. doi:10.1037/a0019920.

    Article  Google Scholar 

  • Steinmayr, R., & Spinath, B. (2008). Sex differences in school achievement: What are the roles of personality and achievement motivation? European Journal of Personality, 22, 185–209. doi:10.1002/per.676.

    Article  Google Scholar 

  • Stevenson, H., Chen, C., & Lee, S. (1993). Mathematics achievement of Chinese, Japanese, and American children: Ten years later. Science, 259, 53–58. doi:10.1126/science.8418494.

    Article  PubMed  Google Scholar 

  • Sun, Y., & Cheng, L. (2014). Teachers’ grading practices: Meaning and values assigned. Assessment in Education: Principles, Policy & Practice, 21, 326–343. doi:10.1080/0969594X.2013.768207.

    Article  Google Scholar 

  • Trautwein, U., Lüdtke, O., Kastens, C., & Köller, O. (2006). Effort on homework in grades 5-9: Development, motivational antecedents, and the association with effort on classwork. Child Development, 77, 1094–1111. doi:10.1111/j.1467-8624.2006.00921.x.

    Article  PubMed  Google Scholar 

  • Trautwein, U., Lüdtke, O., Roberts, B. W., Schnyder, I., & Niggli, A. (2009). Different forces, same consequence: Conscientiousness and competence beliefs are independent predictors of academic effort and achievement. Journal of Personality and Social Psychology, 97, 1115–1128. doi:10.1037/a0017048.

    Article  PubMed  Google Scholar 

  • Trommsdorff, G., & Rothbaum, F. (2008). Development of emotion regulation in cultural context. In M. Vandekerckhove, C. von Scheve, S. Ismer, S. Jung, & S. Kronast (Eds.), Regulating emotions: Culture, social necessity, and biological inheritance (pp. 85–120). Oxford: Blackwell.

    Google Scholar 

  • Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115–138. doi:10.1023/A:1009061303214.

    Article  Google Scholar 

  • van den Berg, Y. H. M., Lansu, T. A. M., & Cillessen, A. H. N. (2015). Measuring social status and social behavior with peer and teacher nomination methods. Social Development, 24, 815–832. doi:10.1111/sode.12120.

    Article  Google Scholar 

  • van der Linden, D., Scholte, R. H., Cillessen, A. H. N., Nijenhuis, J. t., & Segers, E. (2010). Classroom ratings of likeability and popularity are related to the Big Five and the general factor of personality. Journal of Research in Personality, 44, 669–672. doi:10.1016/j.jrp.2010.08.007.

    Article  Google Scholar 

  • Van Houtte, M. (2004). Why boys achieve less at school than girls: The difference between boys’ and girls’ academic culture. Educational Studies, 30, 159–173. doi:10.1080/0305569032000159804.

    Article  Google Scholar 

  • Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140, 1174–1204. doi:10.1037/a0036620.

    Article  PubMed  Google Scholar 

  • Yunger, J. L., Carver, P. R., & Perry, D. G. (2004). Does gender identity influence children’s psychological well-being? Developmental Psychology, 40, 572–582. doi:10.1037/0012-1649.40.4.572.

    Article  PubMed  Google Scholar 

Download references

Author information

Author notes

  1. Anke Heyder

    Present address: Department of Psychology, Technical University Dortmund, Emil-Figge-Str. 50, D- 44227, Dortmund, Germany

Authors and Affiliations

  1. Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany

    Anke Heyder & Ursula Kessels

Authors
  1. Anke Heyder
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ursula Kessels
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Anke Heyder.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflicts of interest.

Research Involving Human Participants

The Senate Administration for Education, Youth, and Science in charge of approving empirical research in schools in the authors’ city reviewed and approved the research protocol and questionnaires.

Informed Consent

Informed consent was secured from all participants.

Funding

The current research was supported by a grant from the Deutsche Forschungsgemeinschaft (DFG) allocated to the second author (KE 1412/2-2). Preliminary findings from the first study were presented at the Sixth Gender Development Research Conference, October 2014, San Francisco.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Heyder, A., Kessels, U. Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School. Sex Roles 77, 72–85 (2017). https://doi.org/10.1007/s11199-016-0683-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11199-016-0683-1

Keywords

Search

Navigation