Reference : Gender Differences in the Mean Level, Variability, and Profile Shape of Student Achie...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/12846
Gender Differences in the Mean Level, Variability, and Profile Shape of Student Achievement: Results From 41 Countries
English
Brunner, Martin [Free University of Berlin > IQB - Berlin-Brandenburg Institute for School Quality, Germany]
Gogol, Katarzyna mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Sonnleitner, Philipp mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Keller, Ulrich mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Krauss, Stefan [University of Regensburg, Germany]
Preckel, Franzis [University of Trier, Germany]
2013
Intelligence
Elsevier Science
41
5
378-395
Yes (verified by ORBilu)
International
0160-2896
[en] Student achievement ; Cognitive gender differences ; Hierarchical factor models
[en] A domain-specific hierarchical conceptualization of mathematics achievement can be represented by the standard psychometric model in which a single latent dimension accounts for observed individual differences in scores on the respective subdomains (e.g., quantity).
Alternatively, a fully hierarchical conceptualization of achievement can be represented by a
nested-factor model in which individual differences in subdomain-specific scores are explained
by both general student achievement and specific mathematics achievement. The authors applied both models to study the gender similarity hypothesis, the greater male variability hypothesis, and the masking hypothesis, which predicts that gender differences in general student achievement mask gender differences in both the means and the variability of specific
mathematics achievement. Representative data were obtained from 275,369 15-year-old students in 41 countries. The results supported these hypotheses in most countries, demonstrating that a fully hierarchical conceptualization of achievement in terms of the nested-factor model significantly contributes to a better understanding of gender differences in the mean level, variability, and shape of students’ achievement profiles.
http://hdl.handle.net/10993/12846

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