Gender Differences in International Educational Contexts and Subjective Well-being
Abstract
The exploration of subjective well-being (SWB) across the lifespan has become a growing research interest, with numerous studies identifying gender disparities in SWB. Nevertheless, most research has centred on adult well-being, often neglecting adolescence. In this threefold study, we analyzed PISA 2015 and 2018 data, encompassing nearly 1,140,000 15-year-olds from up to 72 countries, to examine gender differences in access to technology, social support, and adolescents’ SWB and the associations between these factors. Our findings from independent sample t-tests revealed the existence of gender disparities in SWB, technology access, and social support during adolescence. Specifically, the correlation analysis results indicated that girls generally have greater access to technology and social support, yet girls exhibit lower SWB compared to boys. Cross-sectional comparisons (2 (time: 2015/2018) x 2 (gender: girls/boys) factorial ANOVA and Tukey’s HSD post hoc test) further demonstrated that SWB is influenced by access to technology and social support. Specifically, when girls have a higher level of access to technology than boys, the gender differences in SWB decreased. Similarly, when girls reported higher social support than boys, the gender differences in SWB decreased. Intriguingly, the degree of gender differences in social support has changed over time, while the overall level of social support has increased. The insights provided by this study emphasized the importance of considering gender disparities in education-related factors when evaluating adolescents’ SWB, offering valuable guidance for future research and policy formulation. In conclusion, this paper underscores the importance of addressing gender disparities in SWB by advocating for girls to have significantly improved access to technology and social support, surpassing their current levels of assistance. This proactive approach is essential to foster equitable SWB, enabling thriving in educational contexts.
Authors: Nancy Hsiung, Yuchen Wang, Qinying Wang
Published in: World Congress on Education (2024)
- Date of Conference: 26-28 August, 2024
- DOI: 10.20533/WCE.2024.0031
- Electronic ISBN: 978-1-913572-71-6
- Conference Location: Churchill College, Cambridge, UK