Dataset Information

Cultural variation in the SES-gender interaction in student achievement.

ABSTRACT:

Introduction

Is the socioeconomic gap in academic achievement larger among boys than girls? Several scholars have proposed such an interaction between socioeconomic status (SES) and gender. Prior empirical studies have yielded mixed evidence, but they have been conducted almost exclusively in Western countries. Here we propose the hypothesis that the SES-gender interaction is stronger in less gender-equal societies.

Methods

We estimated the SES-gender interaction in 36 countries using data from two international large-scale assessments (PIRLS and TIMSS). The degree of gender equality was measured by the Global Gender Gap Index.

Results

Consistent with the hypothesis, the SES-gender interaction was stronger in societies with less gender equality.

Discussion

Our findings suggest that cultural factors determine how the socioeconomic achievement gap differs between boys and girls.

SUBMITTER: Eriksson K

PROVIDER: S-EPMC10547582 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature

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Publications

Cultural variation in the SES-gender interaction in student achievement.

Eriksson Kimmo K Lindvall Jannika J

Frontiers in psychology 20230918

<h4>Introduction</h4>Is the socioeconomic gap in academic achievement larger among boys than girls? Several scholars have proposed such an interaction between socioeconomic status (SES) and gender. Prior empirical studies have yielded mixed evidence, but they have been conducted almost exclusively in Western countries. Here we propose the hypothesis that the SES-gender interaction is stronger in less gender-equal societies.<h4>Methods</h4>We estimated the SES-gender interaction in 36 countries u ...[more]

PMID: 37794911

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Project description:A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the self-concept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of self-concept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.

Dataset Information

Cultural variation in the SES-gender interaction in student achievement.

Introduction

Methods

Results

Discussion

Publications

Cultural variation in the SES-gender interaction in student achievement.

Similar Datasets

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