TY - JOUR
AU - XENITIDIS, K.
AB -  High rates of school failure have been reported for secondary school students, with boys presenting more schooling difficulties. The aim of this study was to investigate the association between school performance and family and psychological factors. A sample of 1315 male and female secondary school students was recruited from 54 classes randomly selected out of a total of 534 classes in the Greek region of East Macedonia and Thrace. School performance was measured dichotomously according to the final school results (pass or fail). Family and sociodemographic data were collected and psychological problems were measured using the Youth Self Report (YSR). Male gender, low socioeconomic status, low parental education and parental separation were all positively associated with school failure. Those who failed scored higher on the YSR problem scales than those who passed, and boys were more affected by adverse circumstances than girls. The results indicate that students, especially boys, with psychological problems and those coming from families of low socioeconomic and educational status are at high risk of school failure. 
TI - Gender Differences, Family and Psychological Factors Affecting School Performance in Greek Secondary School Students
JF - Educational Psychology
DO - 10.1080/01443410303226
DA - 2003-03-01
UR - https://www.deepdyve.com/lp/taylor-francis/gender-differences-family-and-psychological-factors-affecting-school-Z9XuMrSSOz
SP - 223
EP - 231
VL - 23
IS - 2
DP - DeepDyve
ER -