Gender differences in school anger

Abstract

This study examined gender differences in the affective, behavioural, and cognitive components of anger in 102 students completing their first year of high school. Results supported not only the hypothesis that girls and boys do not differ in their experience (affective) of anger but also the belief that girls are more likely to express positively (behavioural) their anger than boys. Additionally, results supported the expectation that boys are more hostile (cognitive) towards school than girls. Suggestions for future research and the relevance of the findings for schools are also addressed.