Predicting school achievement in boys and girls
Article first published online: 3 APR 2008
Copyright © 2008 John Wiley & Sons, Ltd.
European Journal of Personality
Special Issue: Beyond Conscientiousness: A Personality Perspective on the Widening Sex Difference in School Performance
Volume 22, Issue 3, pages 231–245, May 2008
How to Cite
Freudenthaler, H. H., Spinath, B. and Neubauer, A. C. (2008), Predicting school achievement in boys and girls. Eur. J. Pers., 22: 231–245. doi: 10.1002/per.678
- Issue published online: 3 APR 2008
- Article first published online: 3 APR 2008
- Manuscript Revised: 21 FEB 2008
- Manuscript Accepted: 21 FEB 2008
- Manuscript Received: 27 JUL 2007
- sex differences;
- school achievement;
This study investigates the extent to which girls' better school attainment is associated with sex differences in intelligence, personality and school-related motivation. In a sample of 1353 Austrian pupils (mean age 13.74 years), intelligence, the Big Five of personality, self-esteem, school anxiety, school-related intrinsic motivation and achievement goals were assessed as predictors and GPA as achievement criterion. Most predictors yielded significant mean differences between sexes and some of the variables predicted school achievement only for boys or only for girls. Intelligence and self-esteem were the strongest predictors of GPA for both sexes, and school-related intrinsic motivation, school anxiety and performance-avoidance goals explained additional variance in GPA only for boys, whereas work avoidance did so only for girls. Copyright © 2008 John Wiley & Sons, Ltd.