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1.
Males are often found to outperform females in tests of mathematics achievement and it has been proposed that this may in part be explained by differences in cognitive style. This study investigated the relation between Wholistic-Analytic and Verbal-Imagery cognitive style, gender and mathematics achievement in a sample of 190 Australian primary school students aged between 8–11?years (M?=?9.77, SD?=?1.05). It was hypothesised that males would outperform females in mathematics achievement tests, and that gender would interact with cognitive style on mathematics performance. A significant gender/cognitive style interaction was found. Boys with an Analytic/Imagery style achieved significantly higher results than the girls with an Analytic/Imagery style, supporting the contention that certain cognitive styles affect boys and girls mathematics performance differently. Implications of results and strategies for improving mathematics achievement among girls are discussed. 相似文献
2.
The Dutch gender gap in mathematics: Small for achievement, substantial for beliefs and attitudes 总被引：2，自引：0，他引：2
In general, studies on gender and mathematics show that the advantage held by boys over girls in mathematics achievement has diminished markedly over the last 40 years. Some researchers even argue that gender differences in mathematics achievement are no longer a relevant issue. However, the results of the Trends in Mathematics and Science Study of 2003 (TIMSS-2003), as well as the participation rates of girls in (advanced) mathematics courses, show that in some countries, such as the Netherlands, gender equity in mathematics is still far from a reality. Research on gender and mathematics is often limited to the relationship between gender differences in attitudes toward mathematics and gender differences in mathematics achievement. In school effectiveness research, theories and empirical evidence emphasize the importance of certain school and class characteristics (e.g., strong educational leadership, safe and orderly learning climate) for achievement and attitudes. However, there is little information available at to whether these factors have the same or a different influence on the achievement of girls and boys. This study used the Dutch data from TIMSS-2003 to explore the relationship between school- and class characteristics and the mathematics achievement and attitudes for both girls and boys in Grade 4 of the primary school. The explorations documented in this paper were guided by a conceptual model of concentric circles and involved multilevel analyses. Interaction effects with gender were assessed for each influencing factor that turned out to have a significant effect. The results of these analyses provide additional insight into the influence that non-school-related and school-related factors have on the mathematics achievement and attitudes of girls and boys. 相似文献
3.
周金燕 《北京大学教育评论》2021,19(1):87-108
过去十多年,非认知技能研究迅速兴起,但测量方法的滞后性制约了实证研究的推进。本文建构了一个测量框架,包括成就目标、人际合作和情绪管理三个维度,每个维度包含若干项技能;并选取和修订了相应的量表用以测量,然后应用这个测量框架及工具对中国六省市72所小学、初中和高中的学生进行了测量。研究发现:第一,中小学生在成就和情绪管理方面的非认知表现(包括坚韧性、学校参与、自尊)随学段上升趋于下降,但合作水平随学段提高上升;第二,女生的非认知发展水平高于男生,但随学段上升,两者出现趋同;第三,“双留守儿童”的非认知发展处于困境;第四,不同家庭背景学生的非认知技能表现有显著差异,但学校之间的差异不明显。 相似文献
4.
The importance of reading literacy as a foundation for academic success is widely acknowledged. What is less well understood is why gender patterns in reading literacy emerge so early and continue throughout learners’ educational careers. This paper adds to this literature by investigating the gender patterns of reading literacy (why girls outperform boys) in South African primary schools and whether changes in the schooling system can result in favourable changes in this gender reading gap. Compatible with international trends, girls in primary schools were significantly better readers than boys during the period of investigation. We found strong links between material and human resources and achievement in reading. The link between increased resource availability and improved educational outcomes was stronger for girls than for boys and therefore increased the female academic advantage. This finding remained consistent across socioeconomic levels. The implication is that either the school resources available in South African primary schools are more suitable for teaching girls how to read or that girls appear to be able to make use of the available resources more effectively to improve reading. Policy interpretations are discussed in the context of improved resourcing of schools. 相似文献
5.
A longitudinal analysis of sex differences in math and spatial skills in primary school age children
《Learning and individual differences》2006,16(3):195-216
We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming and decoding tasks, visual perception tests, visual motor tasks, and reading skills. During select years of the study we also administered tests of counting and math facts skills. We examined whether girls or boys were overrepresented among the bottom or top performers on any of these tasks, relative to their peers, and whether growth rates or predictors of math-related skills differed for boys and girls. Our findings support the notion that sex differences in math are minimal or nonexistent on standardized psychometric tests routinely given in assessments of primary school age children. There was no persistent finding suggesting a male or female advantage in math performance overall, during any single year of the study, or in any one area of math or spatial skills. Growth rates for all skills, and early correlates of later math performance, were comparable for boys and girls. The findings fail to support either persistent or emerging sex differences on non-specialized math ability measures during the primary school age years. 相似文献
6.
《British Educational Research Journal》2003,29(3):307-325
Recent emphasis on raising attainment has focused attention onto the ‘gender gap’ in school attainment levels. Using data from the Scottish School Leavers Survey, the article examines factors related to high attainment and asks whether these differ for males and females. A strong relationship is established between social advantage and high attainment within each gender. There is no evidence of differential progression rates for males and females between the ages of 16 and 18. The only factor which offers any explanation for gender differences in attainment is the evidence that girls took school more seriously than boys. This supports theories that girls and boys experience different peer pressures which influence their school attainment. Other factors have also been shown to influence gender differences in performance in the research literature. Factors affecting gender differences were found equally in all schools, suggesting that wider cultural factors are also influential in creating gender differences. 相似文献
7.
Franziska Fischer Johannes Schult Benedikt Hell 《European Journal of Psychology of Education - EJPE》2013,28(2):529-543
School success is closely linked to intelligence but also to non-cognitive factors such as achievement motivation. The present study examines which non-cognitive factors predict secondary school grades and looks at reasons why female students tend to outperform their male counterparts. A sample of 554 German freshman students provided measures of general intelligence, achievement motivation, science course choice, self-efficacy, self-perceived academic achievement, and test anxiety. Results show that achievement motivation, self-perceived academic achievement, and sex significantly contribute to the final secondary school success above intelligence. Females’ advantage in final secondary school grades becomes even larger after controlling for general intelligence. This advantage can be explained by females’ higher achievement motivation. Showing more compensatory effort as well as self-control and taking more pride in their own productivity helps females to outperform their male counterparts at secondary school. 相似文献
8.
While previous studies demonstrated the existence of a ‘gender gap’, according to which girls outperform boys in their scholastic achievement, the reason for these differences is yet unclear. We used structural equation analyses and multiple-group comparisons to determine sex-specific influences of self-reported motivational variables (domain-specific self-perceived abilities, fear of failure) on teacher-reported mid-term school grades of 140 boys (Mage = 10.9) and 185 girls (Mage = 10.8) from Germany. Our results suggest that the gender gap derives at least partly from sex differences in the contribution of these motivational variables to children's performance in school: Regarding German, girls' level of self-perceived abilities was higher and also more relevant for their performance. Moreover, higher levels of fear of failure led to worse Math grades only for girls, suggesting the presence of gender-stereotypic beliefs. Further research should investigate the impact of additional constructs, e.g., gender-stereotype awareness, self-regulation. 相似文献
9.
Earlier studies of gender differences in science courses and careers have identified three probable causes: numbers of mathematics courses, level of science achievement, and attitudes toward science. Recently, differential science experiences have been suggested as a factor contributing to the gender differences found in science interest and achievement. A study of science activities, both within and outside of school, has been conducted. Although both boys and girls report similar classroom experiences, boys more often than girls report extracurricular science activities. The findings suggest that equal experiences within science classrooms do not overcome the advantage that boys hold due to more extracurricular science activities. Increased experiences in science, however, have led to more positive attitudes toward science among the girls in this study. 相似文献
10.
Nearly 60 percent of college students today are women. Using longitudinal data on a nationally representative cohort of eighth grade students in 1988, I examine two potential explanations for the differential attendance rates of men and women—returns to schooling and non-cognitive skills. The attendance gap is roughly five percentage points for all high school graduates. Conditional on attendance, however, there are few differences in type of college, enrollment status or selectivity of institution. The majority of the attendance gap can be explained by differences in the characteristics of men and women, despite some gender differences in the determinants of college attendance. I find that higher non-cognitive skills and college premiums among women account for nearly 90 percent of the gender gap in higher education. Interestingly, non-cognitive factors continue to influence college enrollment after controlling for high school achievement. 相似文献
11.
The present study investigated the hypothesis that the higher prevalence of reading disability (RD) often observed among boys is partly an artifact of gender bias in the prediction of reading from IQ. The relevant regression statistics derived from a sample of more than 900 children revealed a statistically significant intercept bias. Predicted reading scores for boys were systematically overestimated, thereby inflating IQ-reading discrepancies; the converse was found for girls. When defined separately for girls and boys, severe underachievement in reading was found to be equally prevalent in both genders and, furthermore, was associated with qualitatively and quantitatively similar patterns of deficits. Because the bias arose from general differences between boys and girls in reading score distributions (a lower mean and greater variance for boys) rather than from differences in IQ scores, gender bias poses a potential threat not only to traditional IQ-discrepancy definitions but also to post-discrepancy definitions that are based solely on reading score cutoffs. Future classification criteria for RD need to take heed of the possibility that when the distributions of reading scores for boys and girls are not identical, performance cutoffs designating low achievement that are based on data pooled from both genders are likely to result in the overidentification of boys with RD and the underidentification of girls with RD. 相似文献
12.
Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL. Data on kindergarteners (N = 462) were analysed using multiple-group confirmatory factory analysis. Early literacy skill differences between boys and girls are more nuanced than previously reported; subsidy status and gender interact. Both boys and girls from high-poverty households performed significantly lower than the girls from low-poverty households in alphabet knowledge, phonological awareness, and spelling. There were gender gaps, with a female advantage, among children from high-poverty households in alphabet knowledge and spelling and among children from low-poverty households in alphabet knowledge. These results highlight the importance of employing methodologically sound techniques to ascertain group differences in componential early literacy skills. 相似文献
13.
Gender differences in achievement in mathematics, a traditionally male-stereotyped subject, have long been a concern for many educators around the world. Gender differences in mathematical achievement have decreased in recent decades, especially in Western countries, and become small or insignificant in large-scale tests, such as the Programme for International Student Assessment (PISA). The situation in China has not yet been studied. The recent PISA report lists China B-S-J-G (representing Beijing–Shanghai–Jiangsu–Guangdong) as an educational system with no significant gender difference in mathematical achievement. Based on a secondary analysis of PISA 2015 mathematics data from China B-S-J-G, this study more deeply scrutinized gender differences in Chinese students’ mathematical performance, emphasizing societal factors, namely students’ socioeconomic status, school level, school type, school location, and socioeconomic status at school level. This analysis revealed important differences within the overall picture. Most importantly, significantly more boys than girls scored in the top tier of mathematics achievement. At the lower- and upper-secondary school levels, boys performed significantly better than girls, with the achievement difference increasing at the upper-secondary level. Furthermore, this study found that, on average, Chinese (B-S-J-G) girls achieved significantly lower average scores on the PISA 2015 mathematics test than boys in the same school. Overall, students’ individual characteristics and school characteristics need to be separated and both taken into account to examine the role of gender in mathematical achievement, which has not been thoroughly investigated in the past. 相似文献
14.
Gender differences in both tails of the distribution of numerical competencies in preschool children
Jan Lonnemann Janosch Linkersdörfer Marcus Hasselhorn Sven Lindberg 《Educational Studies in Mathematics》2013,84(2):201-208
Gender differences in mathematical achievement have been examined in a wide range of age groups but only a few studies addressed this issue in preschool children. We compared preschool girls (n?=?570) and boys (n?=?524) from Germany with regard to numerical competencies. Differences in overall group means and the frequency of representation at low, middle, or high levels of performance were explored for girls and boys. Analysis of overall group means revealed that boys showed a better performance than girls (d?=?.32). The analysis of frequencies showed differences in both tails but not in the middle of the distribution of numerical competencies. While boys were more often found at higher levels of performance, girls were found to be overrepresented in the low-ability end of the distribution. These findings demonstrate that gender differences in mathematical achievement can emerge before school entry and stress the importance of further research looking for gender divides in mathematical achievement in preschool children from different countries as well as possible underlying factors. 相似文献
15.
Thérèse Bouffard Lucille Boileau Carole Vezeau 《European Journal of Psychology of Education - EJPE》2001,16(4):589-604
336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance. 相似文献
16.
Terje Manger 《Scandinavian Journal of Educational Research》2013,57(3):257-269
The relationship between gender and mathematical achievement was investigated. The subjects were Norwegian elementary‐school third graders (440 girls and 480 boys). The boys had higher total test scores than the girls, but the effect size was small. On subskills, boys performed better than girls in numeracy, mental arithmetic and measurement problems. Marked differences between the sexes were found at the extreme tails of the distribution. Among the 10% scoring highest on numeracy, there were nearly twice as many boys as girls, while among the lowest 9% there were two and a half times as many girls as boys. 相似文献
17.
This study investigates the contribution of personality traits (HEXACO traits and Schizotypy) and social status dimensions (sociometric and perceived popularity) in understanding boys’ and girls’ respective academic achievement. The sample included 163 elementary school students from Serbia, aged 14–15 (87 girls and 76 boys). Regression analysis reveals that personality traits explain a similar amount of academic achievement variance in two gender groups (22% vs. 20% in girls’ favor), but social status proves to be a better predictor of academic achievement for boys (27% vs. 4% in boys’ favor). High Conscientiousness, perceived popularity as well as low extraversion turned out to be related to girls’ academic achievement. Low Schizotypy and Honesty‐Humility, as well as high openness, sociometric, and perceived popularity turned out to be related to boys’ academic achievement. Conscientiousness appears not to be related to boys’ academic achievement. The results are discussed and recommendations for improving educational practices are offered. 相似文献
18.
Lawson's test of formal reasoning was used in the Israeli educational context in order to investigate the relationship between students' achievement in science and in mathematics, to compare the performance of boys and girls, and to compare the performance of Israeli and U.S. populations. It was found that, in general, boys outperform girls; there is only a small correlation between achievement in science and math and Lawson test; and that the Israeli population achieved significantly higher than the U.S. population on the Piagetian skills measured by the test: It was concluded that the future use of Lawson's test by the high school teacher is doubtful. 相似文献
19.
发展心理学中许多关于性别差异的研究发现,女孩在学校适应的很多方面都优于男孩.儿童自我调节能力的性别差异可能是女孩优势的重要原因之一.然而,目前关于儿童自我调节能力性别差异的总结尚不够充分.文章根据自我调节能力在不同年龄阶段儿童中的典型表现形式,对儿童自我调节能力性别差异的相关研究进行了系统的回顾.结果表明,西方研究中普遍发现女孩在婴儿期的模仿和顺从、童年早期的努力控制和良心发展等指标上均优于男孩,但国内研究尚未取得一致结论.最后,对儿童自我调节能力性别差异的成因进行了讨论,并对未来研究方向提出了建议. 相似文献
20.
Gender differences in mathematics are well‐documented. This article reports the results of a longitudinal study on the development of mathematics achievement and choice behaviour of both boys and girls between 12 and 15 years of age in higher general secondary education. First of all, it is shown that there are differences in the development of mathematics achievement between schools. There are, however, no gender‐related differences between schools in these development patterns. The main issue is that differences in choice behaviour between boys and girls can only partially be explained by differences in mathematics achievement. It therefore seems worthwhile to assess the role of schools in this process. Results indicate that schools neither differ in gender differences in choice behaviour, nor in their potential to transform initial achievement differences between boys and girls into an inclination to choose mathematics as a final examination subject. In other words: differential school effects in terms of gender‐specific school effects could not be demonstrated. 相似文献