University of Mohaghegh Ardabili Journal of School Psychology 22520821 8 3 2019 11 22 Comparing academic achievement, academic engagement, hardiness and perceived classroom environment among female and male students Comparing academic achievement, academic engagement, hardiness and perceived classroom environment among female and male students 7 25 838 10.22098/jsp.2019.838 FA F Elhampour Ph.D. student of Educational Psychology, Islamic Azad University, Rodehen Branch H Ganji Professor of Psychology, Islamic Azad University Rodehen, Branch KH Abolmaali Alhosani Associate Professor of Educational Psychology, Islamic Azad University, Rodehen Branch Journal Article 2019 12 08 <strong> </strong> <br />The aim of this study was to compare students' academic achievement, academic engagement, hardiness and perceived classroom environment among female and male students in math and science. A sample size of 300 female and male students in the third grade high school in Dezful were selected using multi-stage random sampling. For data collection, hardiness questionnaire, perceived classroom environment and academic engagement questionnaire were used. To analyze the data, multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) were used. The results showed that gender significantly affected dependent variables (p<0/001). It also means academic achievement, and academic engagement (p<0/001) of female and male students were significantly different and the mean of hardiness and perceived classroom environment were not significantly different. Based on the results, it is necessity that parents, instructional planners and trainers produce good opportunities for engagement, activation and using of challenging and useful tasks for the development and academic achievement of girls and boys. <strong> </strong> <br />The aim of this study was to compare students' academic achievement, academic engagement, hardiness and perceived classroom environment among female and male students in math and science. A sample size of 300 female and male students in the third grade high school in Dezful were selected using multi-stage random sampling. For data collection, hardiness questionnaire, perceived classroom environment and academic engagement questionnaire were used. To analyze the data, multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) were used. The results showed that gender significantly affected dependent variables (p<0/001). It also means academic achievement, and academic engagement (p<0/001) of female and male students were significantly different and the mean of hardiness and perceived classroom environment were not significantly different. Based on the results, it is necessity that parents, instructional planners and trainers produce good opportunities for engagement, activation and using of challenging and useful tasks for the development and academic achievement of girls and boys. https://jsp.uma.ac.ir/article_838_ee5f70c40a0cb1c3df3a93b1abc1b91d.pdf