Gender differences in academic achievement: The mediating role of personality

Carvalho, Renato Gil Gomes

doi:10.1016/j.paid.2016.01.011

Cited by 74 publications

(64 citation statements)

References 25 publications

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“…In the autonomous evaluation of academic achievement we have no evidenced significant intersexual differences and in the academic self-efficacy of adolescents we have no evidenced significant intersexual differences either. Our findings support conclusions of researches that indicate better academic achievement of female students (Pullmann, & Allik, 2008, Vantieghem, Vermeersch, & Van Houtte, 2014, Diseth, Meland, & Breidablik, 2014, Carvalho, 2016. In the resulting evaluation of three key subjects (Slovak language, English language and Mathematics) at the end of the second grade in secondary school , we have found out that although heteronomous evaluation made by teachers for all three subjects is better for girls, only for two of them -Slovak language and English language -the difference is significant.…”

Section: Discussionsupporting

confidence: 91%

“…General statistics and researches in education show that females outperform males at different stages in the school system, have better grades, better academic achievement and reach post-school qualifications in higher numbers (Pullmann, & Allik, 2008, Vantieghem, Vermeersch, & Van Houtte, 2014, Fisher, Schult, & Hell, 2013, Diseth, Meland, & Breidablik, 2014, Carvalho, 2016. However, according to, for example, Fisher, Schult, & Hell (2013) males scored significantly higher in selfperceived academic achievement (in our terminology expressed as the autonomous academic achievement).…”

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confidence: 75%

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Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Verešová

Foglová²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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In the research we focused on an analysis of relationship between academic self-efficacy (ASE), heteronomous (AAH) and autonomous evaluation (AAA) of academic achievement of adolescents. We also analyse the intersexual differences in ASE, AAH and AAA in adolescents. The sample consisted of 107 adolescents (57 girls, 50 boys). We used Morgan-Jinks Student Efficacy Scale. We measured academic achievement by GPA. Autonomous evaluation of academic achievement was measured by perceived self-evaluation of academic achievement (expressed by a self-perceived quality level of knowledge and skill in 3 study subjects -Mathematics, Slovak language, English language and in all study subjects). Among adolescent boys and girls we noted significant differences in GPA (t=2.608, p=.010), the girls GPA was better than boys GPA. In the AAA we determined no evidenced significant intersexual differences (t=.724, p=.471), and in the ASE of adolescents there were no evidenced significant intersexual differences either (t=.019, p=.985). We identified a significant relationship between ASE and GPA (r =.269**, p =.005) and between ASE and AAA (r =.385**, p =.000). Analysing the relationship of autonomous evaluation of success in Mathematics, Slovak language and English language (as study subjects) we have come to the identical finding -there was a significant relationship with ASE of adolescents. We found out that GPA as an indicator of AAH strongly correlates with AAA of adolescent (r =.700**, p =.000).

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Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 75%

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Verešová

Foglová²

2016

European Proceedings of Social &Amp; Behavioural Sciences

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“…Because the participants in this study received a description of a situation in which the only difference was students' gender (female or male name), the results withdraw attention for the potential involuntary activation of gender stereotypes or social representations of gender, which are characterized by girls' behaving better and presenting better results at school (Auwarter & Aruguete, 2008;Carvalho, 2016;Fischer, Schult, & Hell, 2013;Robinson & Lubienski, 2011). Although these differences in estimates do not necessary lead to a discriminatory approach to male students, this effect should be taken into consideration, because it may create the conditions for potentially differentiating actions by teachers, such as providing different opportunities, distinct feedback styles, patterns of interaction, and reinforcement, depending on the student.…”

Section: Discussionmentioning

confidence: 95%

“…Taking into account the previously mentioned research findings, we hypothesized that the estimates about students' performance vary according to the information that is presented about them.Specifically, we hypothesized that teachers present higher estimates about students'academic achievement according to the presentation of more favorable information about students' (h1) previous academic achievement, (h2) family support/ parents' aspirations, (h3) social environment, (h4) SES, (h5) intellectual ability, (h6) self-regulation capacity, (h7) social skills, and (h8) disciplined behavior. We also hypothesized that estimates about potential academic achievement are superior for female than for male students (h9), because of the consistently better indicators of academic success in females (Carvalho, 2016), which may lead to the formulation of different expectations based on gender.…”

Section: Formulation Of Teacher Expectationsmentioning

confidence: 99%

Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement

Carvalho¹,

Abreu²

2018

Paidéia (Ribeirão Preto)

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Abstract:The relation between teachers' expectations and students' academic achievement has received considerable interest in the education and psychology domains. In this study, we analyze the extent to which the information about students influences the formulation of teachers' estimates about their achievement. The sample consisted of 491 Portuguese teachers, aged between 26 and 82 years old (M age = 43 years). To assess the teachers' estimates, we created excerpts containing information about hypothetical students, in relation to whom an estimate of academic success was required. Each excerpt had two versions (A and B), according to the more or less favorable information regarding students' intellectual, family, self-regulation, and previous performance variables. The results show moderate differences between the estimates of the participants that received version A and those that received version B. The results are discussed considering the importance of a set of student characteristics for the way teachers develop estimates about student performance. Keywords: teacher expectations, academic achievement, student characteristics Características dos Estudantes e Estimativas dos Professores acerca do seu Desempenho AcadêmicoResumo: A relação entre as expectativas dos professores e o desempenho acadêmico dos estudantes tem recebido muito interesse da investigação. Neste estudo, analisamos a extensão em que a informação sobre os estudantes influencia as estimativas docentes acerca do seu potencial desempenho acadêmico. A amostra consistiu em 491 professores, com idades entre 26 e 82 anos (M idade = 43). Para avaliar as estimativas, foram criados diferentes excertos contendo informação sobre estudantes hipotéticos, acerca dos quais era solicitada estimativa de sucesso escolar. Cada excerto tinha duas versões (A e B), conforme a informação sobre o estudante fosse mais ou menos favorável, relativamente a variáveis intelectuais, sociodemográficas, autorregulação e desempenho anterior. Os resultados mostram diferenças moderadas entre as estimativas dos participantes que receberam a versão A, comparativamente aos que receberam a versão B, permitindo concluir que aquelas características são relevantes na forma como os docentes desenvolvem estimativas acerca do desempenho acadêmico dos estudantes. Palavras-chave: expectativas do professor, rendimento escolar, características do estudante Características de los Estudiantes y la Estimación de sus Logros Académicos por los ProfesoresResumen: La relación entre las expectativas de los profesores y el rendimiento académico de los estudiantes ha sido investigada con gran interés. En este estudio se analiza la influencia de la información sobre los estudiantes, en la formulación de estimaciones docentes acerca de sus rendimientos académicos. La muestra estuvo compuesta por 491 profesores, comprendidos entre los 26 y 82 años de edad (M edad = 43). Para evaluar las estimaciones, fueron creados diferentes extractos con información sobre estudiantes hipotéticos, acerca de los cuale...

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“…Flemming (1932) showed that personality and emotions were correlated with academic performance. Subsequently, some of the determinants of academic performance studied by other researchers are Intelligence (Laidra, Pullman, & Allik, 2007;Chamorro-Premuzic & Furnham, 2008); Personality (Komarraju, Karau, Schmeck, & Avdic, 2011;Rosander, Backstrom, & Stenberg, 2011); Personality traits, self-esteem, and self-efficacy beliefs (Di Giunta, Alessandri, Gerbino, Luengo, Zuffiano, & Caprara, 2013); Educational persistence, motivational, and study skills indicators (Moreira, Dias, Vaz, & Vaz, 2013); Extracurricular activities (Ackerman, Chamorro-Premuzic, & Furnham, 2011); Gender (Furnham, Monsen, & Ahmetoglu, 2009); Self-efficacy beliefs in self-regulated learning (Zuffianò, Alessandri, Gerbino, Luengo, Di Giunta, Milioni, & Cappara, 2013); Learning styles (Entwistle, 2001;Cassidy, 2004;Vermunt & Vermetten, 2004;Ng, Pinto, & Williams, 2011); Socioeconomic status (SES) (Hauser, 1994;Sirin, 2005;Zuffianò et al, 2013); Gender differences (Carvalho, 2016); and Negative justice contact and school expulsion (Robison et al, 2017). In the current study, the dependant variable will be academic performance.…”

Section: Academic Performancementioning

confidence: 99%

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

Rowtho¹

2017

HES

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Undergraduate student dropout is gradually becoming a global problem and the 39 Small Islands Developing States (SIDS) are no exception to this trend. The purpose of this research was to develop a method that can be used for early detection of students who are at-risk of performing poorly in their undergraduate studies. A sample of 279 students participated in the study conducted in a Mauritian private tertiary academic institution. Results of regression analyses identified the variables having a significant influence on academic performance. These variables were used in a linear discriminant analysis where 74 percent of the students could be correctly classified into three categories: at-risk, pass or fail. In conclusion, this study has proposed a new technique that can be used by institutions to determine significant academic performance predictors and then identify at-risk students upon whom interventions can be implemented prior to exams to address the problem of dropouts.

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Gender differences in academic achievement: The mediating role of personality

Cited by 74 publications

References 25 publications

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement

Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors

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