Gender differences in the Perception of Social Support and Cognitive Engagement

Aber, M.S., Meinrathm, S.D., Johnston, J., Rasmussen, A.E., & Gonzales, A. (2000). School Climate Survey: Middle School Version. Champaign, IL.,University of Illinois at Urbana-Champaign References.
Ahmed, W., Minnaert, A., van der Werf, G. & Kuyper, H. (2010). Perceived social support and early adolescence achievement: the mediational role of motivational beliefs and emotion. Journal of Youth and Adolescence, 39, 36-46.
Awang-Hashim, R., Hanafi, Z., Haroun, H. A., Murad Sani, A. & Abdul Karim, H. B. (2006). Socio-psychological determinants of adolescent school engagement. Unpublished IRPA project. Sintok, UUM.
Awang-Hashim, R., & Murad Sani, A. (2008). A confirmatory factor analysis of a newly integrated Multidimensional School Engagement Scale. Malaysian Journal of Language Instruction, 5, 21-40.
Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice Hall.
Bandura, A. (1997). Self-Efficacy: Toward a unifying theory of behaviour change. Psychological Review, 84, 191-215.
Bandura, A., Barbaranelli, C., Caprara, G.V. & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206 –1222.
Beausaert, S. A. J., Segers, M. S. R., & Wiltink, D. P. A. The influence of teachers’ teaching approaches on students’ learning approaches: The student perspective. Educational Research, 55(1), 1-15.
Brislin, R.W. (1970). Back Translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1(3), 185-216.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development research perspectives. Developmental Psychology, 22 (6), 725-742.
Bryne, B.M. (2010). Structural Equation Modeling with AMOS: Basic concepts, application, and programming, (2nd ed.). New York: Routledge Taylor & Francis Group, New York.
Carter M., McGee, R., Taylor, B., & Williams, S. (2007). Health outcomes in adolescence: Associations with family, friends, and school engagement. Journal of Adolescence, 30, 51-62.
Chao, R. (1994). Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training. Child Development, 65, 1111–1119.
Chen, J.J. (2005). Relations of academic support from parents, teachers, and peers to Hong Kong adolescents” academic achievement: the mediating role of academic engagement. Genetic, Social and General Psychology Monographs, 131(2), 77-127.
Colarossi, L. G. & Eccles, J. S. (2003). Differential effects of support providers on adolescents' mental health. Social Work Research, 27 (1), 19-30.
Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with school adjustment. School Psychology Quarterly, 17, 213-241.
Demaray, M.K., & Malecki, C.K. (2003). Perceptions of frequency and importance of social support by students classified as victims, bullies, and bully victims in an urban middle school. School Psychology Review, 32, 471-489.
Dubow, E. F., Tisak, J., Causey, D., & Hryshko, A. (1991). A two-year longitudinal study of stressful life events, social support, and social problem solving skills: Contributions to children's behavioural and academic adjustment. Child Development, 62, 583-599.
Felner, R. D., Aber, M. S., Primavera, J., & Cauce, A. M. (1985). Adaptation and vulnerability in high-risk adolescents: An examination of environmental mediators. American Journal of Community Psychology, 13, 365–379.
Finn, J.D. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
Finn, J.D. (1993). School engagement and students at risk (NCES93-470). U.S. Department of Education, National Center for Educational Statistics. Washington, D.C.: U.S. Government Printing Office.
Fredericks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Freudenthaler, H.H., Spinath,B., & Neubauer, A.C. (2008). Predicting school achievement in boys and girls. European Journal of Personality, 22, 231-245.
Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationship to motivation and achievement. Journal of Early Adolescence. 13, 21-43.
Grolnick, W.S., Ryan, R.M., & Deci, E.L. (1991). Inner resources for school achievement: Motivation mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508 – 517.
Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277-289.
Hicks, B.M., Johnson, W., Iacono, W.G., & McGue, M. (2008). Moderating effects of personality on the genetic and environmental influences of school grades helps to explain sex differences in scholastic achievement. European Journal of Personality, 22, 247-268.
Hill, P.W., Holmes-Smith, P., & Rowe, K.J. (1993). School and teacher effectiveness in Victoria: Key findings from Phase 1 of the Victorian Quality Schools Project. Centre for Applied Educational Research, The University of Melbourne Institute of Education.
Jackson, Y., & Warren, J. S. (2000). Appraisal, social support, and life events: Predicting outcome behavior in school-age children. Child Development, 71, 1441–1457.
Johnson, D.W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. Journal of Psychology, 114, 135-142.
Katainen, S., Räikkönen, K., & Keltikangas-Järvinen, L. (1999). Adolescent temperament, perceived social support, and depressive tendencies as predictors of depressive tendencies in young adulthood. European Journal of Personality, 13, 183–207.
Landman-Peeters, K.M.C., Hartman, C.A., Van der Pompe, G., Den Boer, J.A., Minderaa, R.B., & Ormel, J. (2005). Gender differences in the relation between social support, problems in parent-offspring communication, and depression and anxiety. Social Science & Medicine, 60, 2549-2559.
Levitt, M. J., Guacci-Franco, N., & Levitt, J. L. (1993). Convoys of social support in childhood and early adolescence: Structure and function. Developmental Psychology, 29, 811–818.
Little, T.D., Cunningham, W.A., Shahar, G., & Widaman, K.F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151-173.
Midgley, C., Maehr, M.L., Hicks, L., Roeser, R., Urdan, T., Anderman, E.M., & Kaplan, A. (1996). Patterns of Adaptive Learning Survey (PALS). Manual. Ann Arbor: University of Michigan.
Morrison, G., Robertson,L., Laurie B., & Kelly, J. (2002). Protective factors related to antisocial behavior trajectories. Journal of Clinical Psychology, 58, 277–290.
Malecki, C.K., & Demaray, M.K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18, 231-252.
Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375-395.
Pintrich, P.R., & DeGroot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Pintrich, P.R., Smith, D., Garcia, T., & McKeachie, W.J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work, 17, 205-226.
Rueger, S.Y., Malecki, C.K., & Demaray, M.K. (2008). Gender differences in the relationship between perceived social support and student adjustment during early adolescence. School Psychology Quarterly, 23(4), 490-514.
Schunk, D.H. (1991). Self- efficacy and academic motivation. Educational Psychologist, 26, 207-231.
Snow, R. (1992). Aptitude theory: Yesterday, today, and tomorrow. Educational Psychologist, 27, 5-32.
Sullivan, P., Tobias, S., & McDonough, A. (2006). Perhaps the decision of some students not to engage in learning mathematics in school is deliberate. Educational Studies in Mathematics, 62(1), 81-99.
Wentzel, K.R. (1997). Student motivation in middle school: the role of perceived pedagogical caring. Journal of Educational Psychology, 89 (3), 411-419.
Wentzel, K.R. (1998). Social relationships and motivation in middle school: The role of parents, teachers and peers. Journal of Educational Psychology, 90, 202-209.

Sahil, S. A. S., & Hashim, R. A. (2017). Gender differences in the Perception of Social Support and Cognitive Engagement. International Journal of Academic Research in Business and Social Sciences, 7(3), 388-400.

Copyright: © 2017 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode