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

Autor/inn/en	Wach, F. -Sophie; Spengler, Marion; Gottschling, Juliana; Spinath, Frank M.
Titel	Sex differences in secondary school achievement - The contribution of self-perceived abilities and fear of failure. Gefälligkeitsübersetzung: Geschlechtsunterschiede bei Schulleistungen in der Sekundarstufe - Der Beitrag von subjektiven Fähigkeiten und Angst vor Versagen.
Quelle	In: Learning and instruction, (2015) 36, S. 104-112Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2015.01.005
Schlagwörter	Fähigkeit; Selbstwahrnehmung; Geschlechtsspezifischer Unterschied; Versagen; Sprache; Mathematik; Leistung
Abstract	Studied the role of domain-specific, self-perceived abilities and fear of failure in the superior secondary school math and language achievement consistently observed among female students compared to male students. 185 girls (mean age 10.8 years) and 140 boys (mean age 10.9 years) were assessed with respect to general cognitive ability, general fear of failure, and domain-specific self-perceived abilities in math and German (native language). Teacher-reported mid-term school grades for the two subjects were also obtained. Structural equation analyses and multiple-group comparisons revealed that the observable achievement gender gap results in part from sex differences in the contribution of the examined motivational variables. For the academic subject of German, female students rated their self-perceived abilities higher, and this positive self-perception affected their performance beneficially. On the other hand, more pronounced fear of failure led to worse math grades only in girls, but not in boys. Practical implications and future research imperatives are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3