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The Journal of Early Adolescence
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Coping With Academic Failure

Gender Differences in Students' Self-Reported Interactions With Family Members and Friends

Ellen Rydell Altermatt

Hanover College, altermattel{at}hanover.edu

This study examined gender differences in the interactions early adolescent students report having with significant others following academic failure and the consequences of these interactions for student worry. The 5th- through 8th-grade students ( N = 297) reported on their general strategies for coping with academic failure, the nature of their everyday interactions with family members and friends following failure, and their levels of academic worry. Gender differences emerged in students' reports of their postfailure interactions and the consequences of these interactions for student worry. The findings are consistent with evidence that girls' interactions are more supportive than boys' interactions but that these seemingly supportive interactions may lead to some negative rather than positive outcomes, including worry.

Key Words: coping • academic achievement • gender differences • family interaction • peer interaction

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The Journal of Early Adolescence, Vol. 27, No. 4, 479-508 (2007)
DOI: 10.1177/0272431607302938
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