Ann Margareth Gustavsen
Longitudinal relationship between social skills and academic achievement in a gender perspective
Inland Norway University of Applied Sciences
previous studies found girls higher academic achievement boys school subjects teachers grading academic achievement seems based students knowledge also social skills teachers tend assess girls better social skills boys main aim study examine multilevel analysis extent teacherrated social skills predicted teacherrated academic achievement norwegian mathematics english two years controlling age cultural background previous academic achievement possible gender differences also investigated studies student achievement school subjects included multiple grades study included 1st8th grade time point 1 ti 3rd10th time point 2 t2 data 2266 norwegian students gathered autumn 2012 2014 results showed teacherrated social skills t1 significant influence boys girls academic achievement two years later fixed effect varied subject social skills seemed explain variance mathematics norwegian english controlling previous academic achievement gender differences influence social skills academic achievement