Academic competencies: Their interrelatedness and gender differences at their high end.

Autor/inn/en	Bergold, Sebastian; Wendt, Heike; Kasper, Daniel; Steinmayr, Ricarda
Titel	Academic competencies: Their interrelatedness and gender differences at their high end.
Quelle	In: The journal of educational psychology, 109 (2017) 3, S. 439-449Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000140
Schlagwörter	Gender; Geschlechtsspezifischer Unterschied; Schule; Hochschule; Leistung
Abstract	Investigated (a) how a latent profile analysis based on representative data of 74,868 4th graders from 17 European countries would cluster the students on the basis of their reading, mathematics, and science achievement test scores; (b) whether there would be gender differences at various competency levels, especially among the top performers; (c) and whether societal gender equity might account for possible cross-national variation in the gender ratios among the top performers. Academic competence was assessed with tests from the 2011 Trends in International Mathematics and Science Study (TIMSS) and the 2011 Progress in International Reading Literacy Study (PIRLS). Results of the latent profile analysis revealed an international model with seven profiles. Across these profiles, the test scores of all achievement domains progressively and consistently increased. Thus, consistent with expectations, (a) the profiles differed only in their individuals' overall performance level across all academic competencies and not in their individuals' performance profile shape. From the national samples, the vast majority of the students could be reliably assigned to one of the profiles of the international model. Inspection of the gender ratios revealed (b) that boys were overrepresented at both ends of the competency spectrum. However, there was (c) some cross-national variation in the gender ratios among the top performers, which could be partly explained by women's access to education and labor market participation. The interrelatedness of academic competencies and its practical implications, the role of gender equity as a possible cause of gender differences among the top performers, and directions for future research were discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2019/1