Psychosocial Factors and Sex Differences in High Academic Attainment at Cambridge University

This study aimed to estimate the prevalence and severity of social and psychological problems amongst a 25% random sample of the 1995 student intake to Cambridge University, to assess use of support services and to investigate determinants of high academic attainment. A longitudinal design was emplo...

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Bibliographic Details
Published in:Oxford review of education 2002-03, Vol.28 (1), p.21-38
Main Authors: Surtees, P. G., Wainwright, N. W. J., Pharoah, P. D. P.
Format: Article
Language:English
Subjects:
Academic achievement
Academic education
College students
Colleges & universities
Counselling
Females
Gender differences
Longitudinal studies
Major depressive disorder
Men
Psychological factors
Psychology
Questionnaires
Sex differentiation
Sex linked differences
Social Problems
Social psychology
Undergraduate students
United Kingdom
Universities
University of Cambridge
Women
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Summary:This study aimed to estimate the prevalence and severity of social and psychological problems amongst a 25% random sample of the 1995 student intake to Cambridge University, to assess use of support services and to investigate determinants of high academic attainment. A longitudinal design was employed, based upon information provided by students and by the University Counselling Service, together with that concerning their examination performance. Annually, 10% of students reported their course to be extremely stressful, 19% reported social problems causing considerable worry and 9% sought help. Social and psychological problems were twice as common amongst women. Episodes of anxiety and depression appeared to peak at times coinciding with university examinations. Men were awarded 60% more firsts than women. Almost a two-fold difference was found in the percentage of first class marks awarded by faculty and up to a four-fold difference according to entry qualifications. Half the overall difference was explained by course choice with social and psychological factors also strong predictors of attainment. Variation in firsts awarded across subjects places women at a disadvantage in terms of academic attainment. Research is needed to discover why psychological and social factors disproportionately impair the academic achievement of women at university and to what extent this is a particular Oxbridge phenomenon. To aid students in the pursuit of their studies universities need to ensure that their support provision is responsive and effective.
ISSN:0305-4985
1465-3915
DOI:10.1080/03054980120113616