Top-Performing Math Students in 82 Countries: An Integrative Data Analysis of Gender Differences in Achievement, Achievement Profiles, and Achievement Motivation

Autor/inn/en	Keller, Lena; Preckel, Franzis; Eccles, Jacquelynne S.; Brunner, Martin
Titel	Top-Performing Math Students in 82 Countries: An Integrative Data Analysis of Gender Differences in Achievement, Achievement Profiles, and Achievement Motivation
Quelle	In: Journal of Educational Psychology, 114 (2022) 5, S.966-991 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keller, Lena) ORCID (Preckel, Franzis) ORCID (Eccles, Jacquelynne S.) ORCID (Brunner, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000685
Schlagwörter	High Achievement; Mathematics Education; Comparative Education; Gender Differences; Mathematics Achievement; Profiles; Student Motivation; Foreign Countries; Secondary School Students; International Assessment; Achievement Tests; Meta Analysis; Effect Size; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Mathematische Bildung; Vergleichende Erziehungswissenschaft; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Charakterisierung; Profilanalyse; Schulische Motivation; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Meta-analysis; Metaanalyse
Abstract	The present integrative data analysis examined gender differences in achievement, achievement profiles, and achievement motivation in mathematics, reading, and science among 113,864 top-performing adolescent math students (top 5% in their respective countries). To do this, we applied the same analysis protocol to representative individual participant data from six cycles of the Programme for International Student Assessment (PISA 2000-2015; 82 countries) and integrated the results by using meta-analytical random coefficient models. We found that in the group of top-performing math students, male students were overrepresented (mean female-to-male ratio 1:1.50, 95% CI [1:1.58, 1:1:43]). Furthermore, female students possessed better reading skills (mean d = -0.23, 95% CI [-0.25, -0.21]) and more positive reading attitudes (-0.64, 95% CI [-0.69, -0.60] [less than or equal to] mean d [less than or equal to] -0.38, 95% CI [-0.46, -0.30]). Male students had stronger math self-efficacy (mean d = 0.32, 95% CI [0.28, 0.35]) and demonstrated mathematics-oriented achievement profiles, whereas female students' profiles were more balanced across domains. Moreover, female students were more interested in organic and medical fields (-0.44, 95% CI [-0.48, -0.40] [less than or equal to] mean d [less than or equal to] -0.30, 95% CI [-0.34, -0.25]), whereas male students showed greater interest in physics-related topics (0.39, 95% CI [0.36, 0.43] [less than or equal to] mean d [less than or equal to] 0.54, 95% CI [0.50, 0.58]). Gender equality indicators moderated the proportion of female students in the top 5% in mathematics and explained variability in achievement profiles across countries. Results are explained by social role theory and situated expectancy-value theory, and implications for women's underrepresentation in (specific) STEM fields are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01