Many researchers brought to light that girls have a higher life satisfaction at school than boys (Guimard et al., 2015 ; Huebner, Drane & Valois, 2000 ; Nickerson & Nagle, 2004 ; Verkuyten & Thijs, 2002).
We also notice that they fill their free time differently and therefore practice different leisure activities than boys (Deslandes & Cloutier, 2005 ; Garton & Pratt, 1991 ; OCDE, 2015 ; Octobre & Berthomier, 2011).
The purpose of this study was to observe whether the fact that girls engage in leisure activities that are more related to the school’s teaching practices can explain their better life satisfaction at school (compared to boys).
For this, in France, as part of the “Children’s Worlds” which is a worldwide survey, about 1,000 girls and 1,000 boys participated. These 10-year-old children and sent to school in the 5th year of primary school responded to the questionnaire designed by the team that runs the “Children’s Worlds”. The test period was collective and lasted approximately 45 minutes.
The results from our study indicate that the life satisfaction score at girls’ school is significantly higher than the one of boys. Our first hypothesis is confirmed.
The results also show that girls do different leisure activities than boys. Indeed, the frequency with which girls practice artistic activity, do homework and study is significantly higher than that of boys. Moreover, the frequency with which boys engage in physical activity and play video games is significantly higher than the one of girls. Nevertheless, we do not see a significant difference between girls and boys with reference to the frequency with which they watch television. Our second hypothesis is therefore partially confirmed.
As for the indirect effect which we had reckoned through the fact of doing homework and studying, it is significant. Part of the differences in the life satisfaction score in school is therefore due to the difference in school work at home. However, the other indirect effects are not significant. In fact, the differences between girls and boys in terms of performing an artistic activity, practicing a sport and playing video games do not lead to a difference in the life satisfaction score at school. Our third hypothesis is therefore only partially confirmed.
This study confirmed that, on the one hand, girls have a higher life satisfaction score in school than boys ; and on the other hand, that there are many differences in the type of leisure they practice outside the school. Nevertheless, girls’ leisure activities do not seem to explain the reason why they have a higher level of school satisfaction compared to boys ; hence the relevance of continuing research on this subject.
So, our study did not really explain why girls have a higher school life satisfaction score than boys. However, it allowed us to think about other research perspectives.
For example, we know that compared to girls, boys are more likely to have behavioral problems (Liu, Mei, Tian & Huebner, 2015) and to have negative attitudes about schooling (OCDE, 2015) ; this could lead to conflicting relationships and decrease the quality of the relationship with the teacher (Baker, 2006). As a result, boys may be more criticized by their teachers, resulting in reduced levels of life satisfaction at school (Liu et al., 2015).
The point of continuing research on this subject is to understand why boys have a lower school satisfaction score than girls. This would allow us to think of avenues of intervention to improve this score, and to act in a preventive purpose with pupils ; to maximize the chances that boys have an equivalent school satisfaction to that of girls.
Words I have learned :
- bring to light : mettre en évidence
- leisure activities : activités de loisirs
- as part of : dans le cadre de
- with reference to : concernant (à propos de)
- to reckon : estimer
- through : à travers
- avenues of intervention : pistes d’intervention
Maurane BLOTTIERE
Bibliographic references :
Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211‑229. https://doi.org/10.1016/j.jsp.2006.02.002
Deslandes, R., & Cloutier, R. (2005). Pratiques parentales et réussite scolaire en fonction de la structure familiale et du genre des adolescents. Revue française de pédagogie, 151(1), 61‑74. https://doi.org/10.3406/rfp.2005.3275
Garton, A. F., & Pratt, C. (1991). Leisure activities of adolescent school students: predictors of participation and interest. Journal of Adolescence, 14(3), 305‑321. https://doi.org/10.1016/0140-1971(91)90023-K
Guimard, P., Bacro, F., Ferrière, S., Florin, A., Gaudonville, T., & Thanh Ngo, H. (2015). Le bien-être des élèves à l’école et au collège. Validation d’une échelle multidimensionnelle, analyses descriptives et différentielles. Éducation & Formations, n°88-89, 163-184.
Huebner, E. S., Drane, W., & Valois, R. F. (2000). Levels and Demographic Correlates of Adolescent Life Satisfaction Reports. School Psychology International, 21(3), 281‑292. https://doi.org/10.1177/0143034300213005
Liu, W., Mei, J., Tian, L., & Huebner, E. S. (2016). Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students. Social Indicators Research, 125(3), 1065‑1083. https://doi.org/10.1007/s11205-015-0873-1
Nickerson, A. B., & Nagle, R. J. (2004). The Influence of Parent and Peer Attachments on Life Satisfaction in Middle Childhood and Early Adolescence. Social Indicators Research, 66(1/2), 35‑60. https://doi.org/10.1023/B:SOCI.0000007496.42095.2c
OCDE (2015). L’égalité des sexes dans l’éducation : Aptitudes, comportement et confiance, PISA, Éditions OCDE. http://dx.doi.org/10.1787/9789264230644-fr
Octobre, S., & Berthomier, N. (2011). L’enfance des loisirs: Éléments de synthèse. Culture études, (6), 1‑12. https://doi.org/10.3917/cule.116.0001
Verkuyten, M., & Thijs, J. (2002). School Satisfaction of Elementary School Children: The Role of Performance, Peer Relations, Ethnicity and Gender. Social Indicators Research, 59(2), 203‑228. https://doi.org/10.1023/A:1016279602893