Schools are social environments and as such are concerned with the social-emotional (ie. affective) responses of students. Affective outcomes of schooling are important as they contribute positively to academic outcomes and they are equally important in and of themselves. Affective responses can be assessed quantitatively and are frequently studied as part of school and classroom environments. Within such studies students’ perceptions of school and classroom variables such as general satisfaction with school, relationships with teachers and peers, feelings of achievement and motivation and engagement are measured. These are also areas of schooling with particular relevance for boys’ education, as boys are frequently reported as less satisfied with school and less engaged and motivated in learning. Many qualitative studies have reported boys’ low levels of satisfaction with school compared to girls and subsequent lack of motivation and engagement. Yet few quantitative studies comparing boys’ and girls’ affective response to schools have been conducted. This paper will report on part of a wider study that has investigated the impact of boys’ education initiatives on boys’ and girls’ affective responses to schooling. The study collected data from nine secondary schools undertaking specific initiatives in boys’ education, the majority of which were participating in the Success for Boys program. Results from the first round of data collection (pre-intervention) has previously been reported and established that there were gender differences in perceptions of quality of school life and such differences were related to school attended. This paper will report on the second round of data collection and discuss the implications of the results.
AARE 2008 International Education Research Conference: Changing Climates: Education for Sustainable Futures. Proceedings of the AARE 2008 International Education Research Conference: Changing Climates: Education for Sustainable Futures (Brisbane, Qld 30 November - 4 December, 2008)