Gender Differences and School Influences with Respect to Three Indicators of General Intelligence: Evidence from Saudi Arabia

Autor/inn/en	Hein, Sascha; Tan, Mei; Aljughaiman, Abdullah; Grigorenko, Elena L.
Titel	Gender Differences and School Influences with Respect to Three Indicators of General Intelligence: Evidence from Saudi Arabia
Quelle	In: Journal of Educational Psychology, 107 (2015) 2, S.486-501 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037519
Schlagwörter	Student Characteristics; Institutional Characteristics; Gender Differences; Age Differences; Public Schools; Private Schools; Urban Schools; Rural Schools; Socioeconomic Status; Curriculum; Educational Resources; Equipment; Intelligence Tests; Scores; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Foreign Countries; Elementary Secondary Education; Saudi Arabia + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Public school; Öffentliche Schule; Private school; Privatschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Socio-economic status; Sozioökonomischer Status; Curricula; Lehrplan; Rahmenplan; Bildungsmittel; Intelligence test; Intelligenztest; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Saudi-Arabien
Abstract	This study utilized multilevel modeling to examine the student characteristics (gender and age) and school factors (private vs. public school, urban vs. rural school, socioeconomic status, curricular organization, resources, activities, and equipment) associated with individual and between-school differences in the verbal, numerical, and figural intelligence test scores of 7,189 students in Grades 4-9 in the Kingdom of Saudi Arabia. Regarding student characteristics, results showed no substantial gender differences in the 3 intelligence subtests, whereas age accounted for 0.01%-0.06% of the individual differences in subtest performance. School factors accounted for 57.2%-71.6% of the differences in mean intelligence scores across schools. Moreover, 16.3% (figural) to 19.5% (verbal) of the variance was conditioned by different school experiences. Children in public schools achieved higher scores in all subtests, and a higher number of core, extra, and special courses consistently predicted higher scores. These findings extend the view that factors from the educational system are important correlates of intelligence, though they may vary across countries. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01