Sex Differences in School Achievement

1968 ◽  
Vol 68 (8) ◽  
pp. 427-434 ◽  
Author(s):  
Bartell W. Cardon
Keyword(s):  
Sex Differences ◽  
School Achievement

Sex differences in school achievement: what are the roles of personality and achievement motivation?

2008 ◽  
Vol 22 (3) ◽  
pp. 185-209 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Birgit Spinath
Keyword(s):  
Sex Differences ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
School Achievement ◽  
Grade Point ◽  
Motivational Constructs ◽  
School Attainment ◽  
Work Avoidance ◽  
Math Grades ◽  
Gender Specific

It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M = 16.94 years; SD = 0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self‐concepts) served as predictors. After controlling for intelligence, girls' grades were significantly better than boys'. Mean sex differences were found for most variables. There were no gender‐specific associations between predictors and grades. Agreeableness, work avoidance, ability self‐concepts and values ascribed to German mediated the association between sex and grades in German. Controlling for ability self‐concepts and values ascribed to Math enhanced the association between sex and math grades. We concluded that personality and motivation play important roles in explaining sex differences in school attainment. Results are discussed against the background of practical and methodological implications. Copyright © 2008 John Wiley & Sons, Ltd.

Temperamental influences on psychosocial adjustment: From infancy to adolescence

1998 ◽  
Vol 15 (2) ◽  
pp. 7-38 ◽  
Author(s):  
Ann Sanson ◽  
Margot Prior ◽  
Frank Oberklaid ◽  
Diana Smart
Keyword(s):  
Sex Differences ◽  
Family Functioning ◽  
Psychosocial Adjustment ◽  
High Stability ◽  
Comparison Group ◽  
School Achievement ◽  
Behaviour Problems ◽  
Behaviour Problem ◽  
Clinical Diagnoses ◽  
Family Variables

AbstractResults are presented from a recent study within the Australian Temperament Project (ATP), in which a group of children with significant behaviour problems, and a comparison group, were selected from the sample at 11–12 years and home-visited, with assessments of clinical diagnoses, intelligence, school achievement and social competence, and a variety of family functioning indices. Approximately half the behaviour problem group received at least one diagnosis. Twice as many boys as girls were diagnosed. Rates of comorbidity were high but, generally, within—rather than between—the broadband internalising or externalising spectra. Concurrent family functioning measures discriminated between groups, but not as strongly as intrinsic child measures, and the particular family variables that best discriminated between groups showed sex differences. High stability of behaviour problems from earlier years was evident, and the behaviour problem group differed from the comparison group on measures of temperament, behaviour, and context from early childhood; both findings reinforce the need for early intervention.The implications of these and other findings from the ATP, particularly the need for early intervention, are discussed.

Abstract P183: Contribution Of Childhood Risk Factors To Sex Differences In Adult Carotid Imt And Plaques: The Childhood Determinants Of Adult Health Study

Circulation ◽  
2021 ◽  
Vol 143 (Suppl_1) ◽  
Author(s):  
Mohammad Shah ◽  
Jing Tian ◽  
Marie-Jeanne BUSCOT ◽  
Hoang T Phan ◽  
Costan Magnussen ◽  
...  
Keyword(s):  
Risk Factors ◽  
Sex Differences ◽  
Sex Difference ◽  
Model Building ◽  
School Achievement ◽  
Psychosocial Health ◽  
Health Study ◽  
Adult Health ◽  
Carotid Imt ◽  
Childhood Risk Factors

Background: Understanding the origins of sex differences in cardiovascular diseases (CVD) may help with prevention. We examined sex differences in carotid artery IMT and plaques in adulthood including the contribution of childhood risk factors. Methods: Boys and girls aged 7-15 years old from the Australian Schools Health and Fitness Survey in 1985 were followed up in the Childhood Determinants of Adult Health study at ages 36-49 years between 2014-19. Sex differences in adult carotid IMT and plaques, identified with 2D ultrasound of left and right carotid arteries, were examined with linear and log binomial regression, respectively. Childhood sociodemographic, psychosocial, health-related behavioural and biomedical risk factors that might contribute to sex differences in carotid IMT/plaques were identified with purposeful model building. Results: Among 1,286 men and women with vascular measurements of carotid IMT (53% women, mean carotid IMT 0.63 mm ± 0.09 standard deviation) women had thinner carotid IMT measurements than men (β coefficients -0.053 95% CI -0.063, -0.043). Adjusting for age standardised waist circumference (WC), waist/hip ratio (WHR), waist/height ratio (WHtR) and systolic blood pressure (SBP) in childhood reduced the sex difference of carotid IMT in adulthood (see Figure), but a significant sex-difference in carotid IMT remained. Women had a 42% lower risk of plaques than men (Relative Risk 0.58 95% CI 0.42, 0.79). School achievement levels, endurance/power fitness and SBP in childhood partially explained the sex difference in the prevalence of plaques at adulthood (see Figure) as the sex difference decreased and became statistically insignificant. Conclusion: Various factors in childhood had contributed to thicker carotid IMT and higher prevalence of carotid plaques in men compared to women. These findings suggest that the origins of adult sex differences in CVD may begin in childhood. There may be benefits of sex-specific primary prevention programs starting in childhood.

Relations of Social-Class and Sex Differences to High-School Achievement

1954 ◽  
Vol 62 (4) ◽  
pp. 213-221 ◽  
Author(s):  
Robert A. Heimann ◽  
Quentin F. Schenk
Keyword(s):  
High School ◽  
Sex Differences ◽  
Social Class ◽  
School Achievement ◽  
High School Achievement

Sex differences in secondary school achievement – The contribution of self-perceived abilities and fear of failure

2015 ◽  
Vol 36 ◽  
pp. 104-112 ◽  
Author(s):  
F.-Sophie Wach ◽  
Marion Spengler ◽  
Juliana Gottschling ◽  
Frank M. Spinath
Keyword(s):  
Sex Differences ◽  
Secondary School ◽  
School Achievement ◽  
Fear Of Failure

The nature and nurture of intelligence and motivation in the origins of sex differences in elementary school achievement

2008 ◽  
Vol 22 (3) ◽  
pp. 211-229 ◽  
Author(s):  
Frank M. Spinath ◽  
Birgit Spinath ◽  
Robert Plomin
Keyword(s):  
Elementary School ◽  
Sex Differences ◽  
School Achievement ◽  
Environmental Influences ◽  
Genetic Influences ◽  
Achievement Scores ◽  
Self Perceptions ◽  
Intrinsic Values ◽  
Nature And Nurture

This study investigates the roles of intelligence and school‐related motivation in sex differences in school achievement and whether there are sex differences in the genetic and environmental influences on these variables. In a sample of 4464 9‐year‐old twins, intelligence, ablility self‐perceptions, intrinsic values and achievement scores were assessed. Girls outperformed boys in English and had better corresponding ability self‐perceptions, whereas in Math boys showed better attainment and ability self‐perceptions. For both sexes and all three domains, intelligence was the strongest predictor of achievement and ability self‐perceptions added incrementally to the prediction. Evidence of genetic influences was found for all measures but shared environmental influences were not important. These findings challenge some widely held assumptions about the development of children's motivation. Copyright © 2008 John Wiley & Sons, Ltd.

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