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Gender difference in engineering academic performance: a wellbeing developmental explanation

conference contribution
posted on 2023-05-23, 13:27 authored by F, J, Garate, P, Darren PullenDarren Pullen, Karen SwabeyKaren Swabey
High achieving first-year male and female engineering students were compared, to investigate how they differed in terms of psychological wellness, social-emotional well-being, positive aspirations and mental health. To date, no study has explored how or what constructs from a well-being paradigm are related to gender and academic performance. A total of 152 students (male= 121, and female = 31) took part in the study, and of these 20 high-achieving male, and 20 high-achieving female students were randomly selected. All students completed a mental health well-being survey, and their first-year academic results were compared to their well-being responses. Female students had lower scores on all first year engineering subjects compared to their male counterparts. More specifically, high-achieving male engineering students reported having higher self-esteem than their female counterparts, and their self-esteem was correlated with high academic achievement. Mental health well-being and positive aspirations were not correlated with academic achievement. However, students with better mental health performed superior to those who reported of having a mental health problem. Implications of the study are discussed in terms of well-being within an engineering gender context.


Publication title

Proceedings of the 2017 Australian Association for Research in Education (AARE) Conference


Faculty of Education


Australian Association for Research in Education

Place of publication


Event title

2017 Australian Association for Research in Education (AARE) Conference

Event Venue

Canberra, Australia

Date of Event (Start Date)


Date of Event (End Date)


Repository Status

  • Restricted

Socio-economic Objectives

Gender aspects in education

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