Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation
Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation
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根据智力、个性和动机预测男孩和女孩特定领域的学校成绩
DOI：
10.1016/j.paid.2009.11.028
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发表时间：
2010
影响因子：
4.3
通讯作者：
A. Neubauer
中科院分区：
文献类型：
--
作者：
Birgit Spinath;H. Freudenthaler;A. Neubauer
本研究考察了三个领域学业成就的性别差异是否与智力、人格和学校动机的性别差异有关。在1353名奥地利八年级学生(552名男性，801名女性；平均年龄13.74岁，SD=.47)的样本中，智力、五大人格因素以及特定领域的学校焦虑、能力自我知觉和兴趣被评估为预测德语、数学和英语成绩的因素。大多数预测者在性别之间得出了显著的平均值差异。智力和能力自我知觉对各领域的成绩有最强的预测作用。在数学课上，认真和神经质是预测成绩的另外两个因素。德语和英语的成绩也通过性别和外倾性之间的交互作用进行了预测。对于女孩来说，外向程度越高的人成绩越好，而男孩的情况则相反。只有在德国，性和言语智力之间存在额外的相互作用，这表明女孩从高水平的言语智力中受益甚至比男孩更多。
This study investigates whether sex differences in school achievement in three domains are associated with sex differences in intelligence, personality and school-related motivation. In a sample of 1353 Austrian eight graders (552 males, 801 females; mean age 13.74years, SD=.47), intelligence, the Big Five personality factors as well as domain-specific school anxiety, ability self-perceptions and interests were assessed as predictors of grades in German, Math and English. Most predictors yielded significant mean differences between sexes. Intelligence and ability self-perceptions were the strongest predictors of grades in all domains. In Math, additional predictors of grades were Conscientiousness and Neuroticism. Grades in German and English were also predicted by the interaction between sex and Extraversion. While for girls a higher level of Extraversion was associated with better grades, the opposite was true for boys. Only in German, there was an additional interaction between sex and verbal intelligence indicating that girls benefit even more than boys from a high level of verbal intelligence.
影响因子：
4.6
作者：
Jacobs, JE;Lanza, S;Wigfield, A
通讯作者：
Wigfield, A