Gender differences in first-year college students’ academic expectations
基于葡萄牙和西班牙两所大学新生样本，研究发现学业期望在国别间无显著差异，但在就业培训、个人与社会发展、学生流动、政治参与和公民意识、社会压力等维度上存在性别差异，男生得分更高。
Based on a multidimensional definition of academic expectations (AEs), the authors examine students’ AE component scores across countries and genders. Two samples (343 Portuguese and 358 Spanish students) completed the Academic Perceptions Questionnaire (APQ) six months after enrolling in their universities. Factorial invariance was ensured across countries and genders, allowing us to study AEs using the APQ for both genders and in both countries. No significant differences in factor means were found between countries, indicating that AEs are not an obstacle to student mobility. Gender differences were found in some AE factor means, Training for employment, Personal and social development, Student mobility, Political engagement and citizenship, and Social pressure, with males exhibiting higher scores. Because these differences are not supported by most literature in this domain, further studies are needed to clarify the causes of women’s lower expectations and, therefore, risk of adaptation difficulties.