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: Journal of Educational Psychology, 109 (2017) 3, S.439-449 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000140
Schlagwörter	Academic Ability; Gender Differences; Disproportionate Representation; Profiles; Grade 4; Elementary School Students; Cross Cultural Studies; Statistical Analysis; Reading Achievement; Science Achievement; Science Tests; Scores; Sex Fairness; Models; Females; Access to Education; Role; Achievement Tests; Elementary Secondary Education; Foreign Countries; Mathematics Achievement; Mathematics Tests; International Assessment; Reading Tests; Comparative Analysis; Europe; Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Charakterisierung; Profilanalyse; School year 04; 4. Schuljahr; Schuljahr 04; Cultural comparison; Kulturvergleich; Statistische Analyse; Leseleistung; Sexualaufklärung; Analogiemodell; Weibliches Geschlecht; Education; Access; Bildung; Zugang; Bildungszugang; Rollen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Europa
Abstract	The present study investigated (a) how a latent profile analysis based on representative data of N = 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. The latent profile analysis revealed an international model with 7 profiles. Across these profiles, the test scores of all achievement domains progressively and consistently increased. Thus, consistent with our 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 1 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 are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01