Gender Differences in Achievement in a Large, Nationally Representative Sample of Children and Adolescents

Autor/inn/en	Scheiber, Caroline; Reynolds, Matthew R.; Hajovsky, Daniel B.; Kaufman, Alan S.
Titel	Gender Differences in Achievement in a Large, Nationally Representative Sample of Children and Adolescents
Quelle	In: Psychology in the Schools, 52 (2015) 4, S.335-348 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21827
Schlagwörter	Gender Differences; Academic Achievement; Writing Skills; Path Analysis; Parent Background; Educational Attainment; Age Differences; Predictor Variables; Reading Achievement; Writing Achievement; Mathematics Achievement; Child Development; Adolescent Development; Children; Adolescents; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schulleistung; Writing skill; Schreibfertigkeit; Pfadanalyse; Elternhaus; Bildungsabschluss; Bildungsgut; Age; Difference; Age difference; Altersunterschied; Prädiktor; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kindesentwicklung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Test
Abstract	The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6-21 years) of the "Kaufman Test of Educational Achievement-Second Edition, Brief Form," norming sample (N = 1,574). Path analytic models with gender, parent education, age, age[superscript2], and gender-by-age moderation as predictors of reading, writing, and math were used to test for gender differences and for the influence of development on these differences. A small but consistent advantage was identified for females in reading. No gender differences were detected in math. The most important results of the present study pertain to a gender gap in writing in favor of females that increased as a function of age. Male students are at greater risk for writing failure than are females. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01