Do Global Ability Composites Differentially Predict Academic Achievement across Gender?

Autor/inn/en	Lewno-Dumdie, Brittany; Hajovsky, Daniel B.
Titel	Do Global Ability Composites Differentially Predict Academic Achievement across Gender?
Quelle	In: Journal of Psychoeducational Assessment, 38 (2020) 6, S.706-723 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewno-Dumdie, Brittany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282919892731
Schlagwörter	Gender Differences; Reading Achievement; Writing Achievement; Mathematics Achievement; Gender Bias; Cognitive Ability; Prediction; Scores; Elementary School Students; Middle School Students; High School Students; Cognitive Tests; Achievement Tests; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterstereotyp; Denkfähigkeit; Vorhersage; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Kognitiver Fähigkeitstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The present study examined whether global ability influences on reading, writing, and math achievement are generalizable across gender in children and adolescents in Grades 1 to 4 (n = 1,276), 5 to 8 (n = 1,265), and 9 to 12 (n = 1,042) using multiple group structural equation modeling with the standardization samples for the Woodcock-Johnson IV. Results showed a small female advantage in writing achievement across grade levels. The General Intellectual Ability (GIA) composite showed some evidence of slope bias with math achievement, and the Fluid-Crystallized (G"f"-G"c") composite showed some evidence of slope bias with math and reading achievement. The GIA and G"f"-G"c" composite scores showed evidence of intercept bias mostly in the area of writing achievement. Findings are generally consistent with previous research showing minimal gender bias in global intelligence predicting achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01