Gender differences in scholastic achievement: a meta-analysis.

By D. Voyer, Susan D. Voyer. Psychological bulletin, 2014

1,321 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d560c3c8cfe5a105a32de42bf8ea2989058213a7

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults (2020, background): “Another pattern of results is that a male advantage in mathematics typically emerges on standardized tests, whereas differences in favor of females appear when the outcome criteria are school grades (Halpern et al. 2007; O’Dea et al. 2018; Voyer and Voyer 2014).”
Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, background): “…no or only slight differences in math achievement between young women and men in high school (e.g., Hyde, Lindberg, Linn, Ellis, & Williams, 2008; Voyer & Voyer, 2014), whereas others have indicated that such differences still exist and that the magnitude of the differences between young men and…”
Girls get smart, boys get smug: Historical changes in gender differences in math, literacy, and academic social comparison and achievement (2017, neutral): “…differences in achievement (Falch, Torberg, & Naper, 2013; Hyde & Mertz, 2009; Lietz & Petra, 2006; Machin & McNally, 2005; Machin & Pekkarinen, 2008; Marsh & Yeung, 1998; Reilly, Neumann, & Andrews, 2015; Voyer & Voyer, 2014) as would be hypothesised by rational choice and assimilation theories.”
Sex differences in academic strengths contribute to gender segregation in education and occupation: A longitudinal examination of 167,776 individuals (2017, neutral): “When it comes to sex differences, academic performance is typically higher among women, in spite of cognitive sex differences favoring either men or women (Voyer & Voyer, 2014).”
Motivation and coping with the stress of assessment: Gender differences in outcomes for university students (2017, background): “Yet, in many educational domains, women tend to outperform men, and to show greater intentions to persist at university, than men (Smith & Naylor, 2001; Voyer & Voyer, 2014).”
Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment (2018, background): “During high school and college, average gender differences in scholastic achievement in science or math are either negligible or favor girls and women (Voyer & Voyer, 2014).”
Sex differences in academic achievement are not related to political, economic, or social equality (2015, result): “The stability and magnitude of these differences are vigorously debated, et). although a recent meta-analysis of sex differences in school grades from1914–2011 concluded that the gap remained stable (Voyer & Voyer, 2014).”
Stereotype manipulation effects on math and spatial test performance: A meta-analysis. (2016, background): “…of gender differences in math performance reflect such small effects that they have been interpreted as non-existent (Hyde, Lindberg, Linn, Ellis, & Williams, 2008; Lindberg, Hyde, Petersen, & Linn, 2010), or as even favoring females when considering school grades (Voyer & Voyer, 2014).”
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, background): “Academic achievement, interpersonal skills, mental health issues, and healthy living are all known to differ in magnitude between boys and girls (Bauman et al., 2012; Polanczyk, Salum, Sugaya, Caye, & Rohde, 2015; Voyer & Voyer, 2014).”
Publishing while Female. Are women held to higher standards? Evidence from peer review. (2017, background): “(Unrewarded) Higher quality 2 Female students earn better grades (Voyer and Voyer, 2014).2 Female auditors are more accurate and efficient (Chung and Monroe, 2001; O’Donnell and Johnson, 2001; Niskanen et al., 2011; Ittonen et al., 2013).2 Congresswomen secure more federal funding for their…”
Gender differences in the relationship between academic procrastination, satifaction with academic life and academic performance (2017, background): “…previous studies have revealed inconsistent findings about gender differences in procrastination, there is evidence regarding gender differences in academic achievement among undergraduate students (Chapel et al. 2005; Dayıo ğ lu & Türük-A ş ık, 2007; Khwaileh & Zaza, 2011; Voyer & Voyer, 2014).”