Sex differences in school achievement: what are the roles of personality and achievement motivation?

By R. Steinmayr, Birgit Spinath. 2008

337 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/65c649883de35dc7004ed85396851cef0c752ef0

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland (2014, background): “…girls than boys are enrolled in special education programs, and they are more likely to achieve higher grades in elementary school, complete compulsory school, and graduate from high school with superior diplomas (BMBF, 2010; Bos et al., 2007; Quenzel & Hurrelmann, 2010; Steinmayr & Spinath, 2008).”
The Role of Gender in Test-Taking Motivation under Low-Stakes Conditions. (2013, result): “Moreover, women scored lower on this measure than men, which was not surprising based on previous research (Meece & Jones, 1996; Steinmayr & Spinath, 2008).”
Classroom environment, achievement goals and maths performance: gender differences (2013, background): “Finally, other studies reported no gender differences in performance goals (Pekrun, Elliot, and Maier 2006; Steinmayr, Bipp, and Spinath 2011) or mastery goals (Freudenthaler, Spinath, and Neubauer 2008; Friedel et al. 2010; Steinmayr and Spinath 2008).”
Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “In a similar vein, Steinmayr and Spinath (2008) showed that Agreeableness partially mediated the association between gender and general school achievement (explaining 25% of the total effect of gender on general school achievement) as well as performance in German (as a first language) (explaining…”
Predicting school achievement in boys and girls (2008, result): “Similar findings were also obtained by Steinmayr and Spinath (2008) (in this issue).”
Gender differences in academic achievement: The mediating role of personality (2016, background): “…behavior and consciously suppress impulses for the sake of higher goals, predict better educational experiences and outcomes (Duckworth & Seligman, 2006; Duckworth et al., 2015; Else-Quest, Hyde, Goldsmith, & Van Hulle, 2006; Fischer et al., 2013a; Matthews et al., 2009; Steinmayr & Spinath, 2008).”
The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “…boys’ superiority, but more recent research has either shown that girls’ performance was superior, or alternatively an absence of gender differences in mathematics performance (Antunes & Fontaine, 2007; Guo, Marsh, Parker, Morin, & Yeung, 2015; Meelissen & Luyten, 2008; Steinmayr & Spinath, 2008).”