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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
