Abstract
The present study was designed to examine how the attitudinal composition of class groups is related to the gender gap in language achievement at the end of secondary education. Data were drawn from the LOSO project and multilevel analyses were used. The results showed that the attitudes of the class groups, and, more specifically, the attitudes of same-sex classmates, had a stronger impact on the language achievement of boys than on the language achievement of girls. No gender differences were found in classes where students had good relationships with teachers, were motivated, and where students felt integrated, whereas boys performed less well than girls in classes where students did not have good relationship with teachers, were not very motivated, and felt poorly integrated.
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