Why Women Perform Better in College Than Admission Scores Would Predict: Exploring the Roles of Conscientiousness and Course-Taking Patterns
Why Women Perform Better in College Than Admission Scores Would Predict: Exploring the Roles of Conscientiousness and Course-Taking Patterns
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DOI：
10.1037/apl0000069
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发表时间：
2016-04-01
影响因子：
9.9
通讯作者：
Brothen, Thomas
中科院分区：
文献类型：
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作者：
Keiser, Heidi N.;Sackett, Paul R.;Brothen, Thomas
在随后的大学入学考试中，女性通常比男性获得更高的GPA。一种常见的反应是将其归因于入学考试中的一个缺陷。我们探讨了这种对女性表现的低估反映了性别在尽职尽责和大学选课模式上的差异的可能性。在研究1中，我们专注于使用ACT来预测一门大型课程的成绩，在这门课程中，成绩被分解为认知性(考试和测验分数)和较少的认知性、可自由支配的组成部分(讨论和额外学分)。ACT没有低估女性的认知表现，但它确实低估了女性在学习成绩中认知度较低、可自由支配的部分的表现，因为它未能衡量和解释尽责的个性特征。在研究2中，我们创建了两个课程难度指数(课程挑战和课程中的平均能力倾向)，并将它们添加到HLM回归模型中，以查看它们是否降低了SAT分数低估女性表现的程度。包括课程挑战确实会导致性别系数的适度下降；然而，在课程中包括平均能力不会导致性别系数的适度下降。因此，选课模式的差异是对常见的性别预测差异的部分(尽管很小)解释。
Women typically obtain higher subsequent college GPAs than men with the same admissions test score. A common reaction is to attribute this to a flaw in the admissions test. We explore the possibility that this underprediction of women's performance reflects gender differences in conscientiousness and college course-taking patterns. In Study 1, we focus on using the ACT to predict performance in a single, large course where performance is decomposed into cognitive (exam and quiz scores) and less cognitive, discretionary components (discussion and extra credit points). The ACT does not underpredict female's cognitive performance, but it does underpredict female performance on the less cognitive, discretionary components of academic performance, because it fails to measure and account for the personality trait of conscientiousness. In Study 2, we create 2 course-difficulty indices (Course Challenge and Mean Aptitude in Course) and add them to an HLM regression model to see if they reduce the degree to which SAT scores underpredict female performance. Including Course Challenge does result in a modest reduction of the gender coefficient; however, including Mean Aptitude in Course does not. Thus, differences in course-taking patterns is a partial (albeit small) explanation for the common finding of differential prediction by gender.