Gender, culture, and sex-typed cognitive abilities

Although gender differences in cognitive abilities are frequently reported, the magnitude of these differences and whether they hold practical significance in the educational outcomes of boys and girls is highly debated. Furthermore, when gender gaps in reading, mathematics and science literacy are reported they are often attributed to innate, biological differences rather than social and cultural factors. Cross-cultural evidence may contribute to this debate, and this study reports national gender differences in reading, mathematics and science literacy from 65 nations participating in the 2009 round of the Programme for International Student Assessment (PISA). Consistently across all nations, girls outperform boys in reading literacy, d = −.44. Boys outperform girls in mathematics in the USA, d = .22 and across OECD nations, d = .13. For science literacy, while the USA showed the largest gender difference across all OECD nations, d = .14, gender differences across OECD nations were non-significant, and a small female advantage was found for non-OECD nations, d = −.09. Across all three domains, these differences were more pronounced at both tails of the distribution for low- and high-achievers. Considerable cross-cultural variability was also observed, and national gender differences were correlated with gender equity measures, economic prosperity, and Hofstede’s cultural dimension of power distance. Educational and societal implications of such gender gaps are addressed, as well as the mechanisms by which gender differences in cognitive abilities are culturally mediated.     

Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls

Despite international advancements in gender equality across a variety of societal domains, the underrepresentation of girls and women in Science, Technology, Engineering, and Mathematics (STEM) related fields persists. In this study, we explored the possibility that the sex difference in mathematics anxiety contributes to this disparity. More specifically, we tested a number of predictions from the prominent gender stratification model, which is the leading psychological theory of cross-national patterns of sex differences in mathematics anxiety and performance. To this end, we analyzed data from 761,655 15-year old students across 68 nations who participated in the Programme for International Student Assessment (PISA). Most importantly and contra predictions, we showed that economically developed and more gender equal countries have a lower overall level of mathematics anxiety, and yet a larger national sex difference in mathematics anxiety relative to less developed countries. Further, although relatively more mothers work in STEM fields in more developed countries, these parents valued, on average, mathematical competence more in their sons than their daughters. The proportion of mothers working in STEM was unrelated to sex differences in mathematics anxiety or performance. We propose that the gender stratification model fails to account for these national patterns and that an alternative model is needed. In the discussion, we suggest how an interaction between socio-cultural values and sex-specific psychological traits can better explain these patterns. We also discuss implications for policies aiming to increase girls’ STEM participation.     

Video-Games Do Not Negatively Impact Adolescent Academic Performance in Science,Mathematics or Reading

Video-gaming is a common pastime among adolescents, particularly adolescent males in industrialized nations. Despite widespread suggestions that video-gaming negatively affects academic achievement, the evidence is inconclusive. We reanalyzed data from over 192,000 students in 22 countries involved in the 2009 Programme for International Student Assessment (PISA) to estimate the true effect size of frequency of videogame use on adolescent academic achievement in science, mathematics and reading. Contrary to claims that increased video-gaming can impair academic performance, differences in academic performance were negligible across the relative frequencies of videogame use. Videogame use had little impact on adolescent academic achievement.     

Grade repetition and bullying victimization in adolescents: A global cross-sectional study of the Program for International Student Assessment (PISA) data from 2018

BackgroundGrade repetition is practiced worldwide and varies considerably across the globe. Globally, around 32.2 million students repeated a grade at the primary education level in 2010. Although a large body of research has documented grade repetition’s academic and non-academic effects, the limited evidence on associations between grade repetition and school bullying is inconsistent and ambiguous. This study aimed to investigate the global association of grade repetition with bullying victimization in a large-scale school-based cross-sectional study.Methods and findingsWe used the latest global data from the Program for International Student Assessment (PISA) 2018. PISA 2018 was conducted between March and August 2018 in 80 countries and economies among students aged 15–16 years attending secondary education. The students reported their experiences of repeating a grade at any time point before the survey and of being bullied in the past 12 months. The outcome measures were 6 types of bullying victimization. We accounted for the complex survey design and used multivariate logistic regression models to estimate the odds ratios (ORs) with 95% confidence intervals (CIs) of grade repetition with bullying victimization after adjusting for potential confounders (sex; age group; migrant status; school type; economic, social, and cultural status; and parental emotional support). This study included 465,146 students (234,218 girls and 230,928 boys) with complete data on grade repetition and bullying victimization in 74 countries and economies. The lifetime prevalence of grade repetition was 12.26%, and 30.32% of students experienced bullying at least a few times a month during the past 12 months. Grade repetition was statistically significantly associated with each type of bullying victimization. The OR (95% CI) of overall bullying victimization for grade repeaters compared with their promoted peers was 1.42 (95% CI 1.32–1.52, p < 0.001). The sex-specific analysis produced similar results in both boys and girls. Furthermore, girls who repeated a grade had higher risks of being made fun of, being threatened, having possessions taken away, and being pushed around than boys. The major limitation is that this study only included students attending schools and therefore may be subject to possible selection bias. In addition, the cross-sectional design hinders us from establishing causality between grade repetition and bullying victimization.ConclusionsIn this study, we observed that, globally, both boys and girls who repeat a grade are at increased risk of being bullied compared with promoted peers, but girls may experience higher risks than boys of specific types of bullying associated with repeating a grade. These findings provide evidence for the association of grade repetition with bullying victimization. Sex differences in risk of experiencing some types of bullying suggest that tailored interventions for girls who repeat a grade may be warranted.

In a cross-sectional study, Qiguo Lian and colleagues investigate associations between repeating a grade and experiencing bullying victimization among adolescents enrolled in schools in 74 countries and economies.     

Daily fluctuations in attention at school considering starting time and chronotype: an exploratory study

Interest to investigate daily fluctuations in cognitive tasks, so-called “school-rhythms”, lies in exploring the most favourable time-of-day for learning considering the analysis of variations in performance taking into account individual differences. The aim of this study was to describe daily fluctuations in attention at three different times of the school day, two different days, considering chronotype and three different school start times (08:00, 08:15 and 08:30?h). Participants were 669 adolescents aged 12–16. Sleep length and inductive reasoning were considered as covariates. In general, attention increased throughout the school day, boys reached higher attention than girls and, moreover, evening type boys reached higher attention than evening type girls. No differences between chronotypes were observed. When students were familiar with the task, chronotype, sex and time-of-day interactions seem to be important factors to consider.     

Sex differences in the cross-sectional areas of psoas major and thigh muscles in high school track and field athletes and nonathletes

The present study aimed to examine the sex differences in the cross-sectional areas of the psoas major, quadriceps femoris, hamstrings, and adductors in high school track and field athletes and nonathletes. The cross-sectional areas of the psoas major at L4-L5 and three thigh muscles at the mid-thigh were determined in the right side of the body using magnetic resonance imaging in 61 sprinters (29 boys and 32 girls), 50 jumpers (28 boys and 22 girls), 33 throwers (18 boys and 15 girls), and 40 nonathletes (20 boys and 20 girls), aged from 16 to 18 yrs. On the whole, the cross-sectional area for every muscle group was greater in the athletes than in the nonathletes and in the boys than in the girls. The average value of the cross-sectional area for the girls as a percentage of that for the boys in every subject group was lower in the psoas major (57.6-64.7%) than in the thigh muscles (67.8-82.9%). Among the thigh muscles, the muscle group which showed significant sex differences in the ratio of cross-sectional area to the two-third power of lean body mass was limited to the quadriceps femoris in the sprinters and nonathletes and hamstrings in the throwers. However, the ratio for the psoas major was significantly higher in the boys than in the girls in all subject groups. The current results indicate that, although regular participation in sports training during adolescence promotes hypertrophy in the psoas major and thigh muscles in not only boys but also girls, a greater sex difference exists in the muscularity of the psoas major than of the thigh muscles, in athletes and nonathletes.     

Circulatory and respiratory responses to muscular exercise in Czech and Norwegian children

This paper presents a comparison between Czech and Norwegian rural healthy children with regard to the functional characteristics of the circulatory and respiratory system based upon work physiological variables and measurements of some pulmonary volumes. The study included randomised samples of boys and girls at the age of 8, 12 and 16 years, 66 Czech boys and 63 girls, 54 Norwegian boys and 57 girls. At the age of 8 years the maximal aerobic power was closely similar in both countries, but in the older age groups the Norwegian children exhibited lower physical fitness. The maximal heart rate was close to 200 min-1 on the average without any sex, age or ethnic differences. In agreement with the higher maximal aerobic power the 12 and 16 year old Czech children had lower submaximal heart rates for the same oxygen uptake than the Norwegian children. The forced vital capacity and forced expiratory volume in one second was significantly higher on the average in Czech than in Norwegian children but the latter, expressed in percent age of the former, averaged 87 to 91% without any sex, age or ethnic differences. The maximal ventilation volumes during muscular exercise reached higher values in Czech than in Norwegian children of the same age, but the mean maximal respiratory rate was close to 60 min-1, being independent of age, sex and cultural differences. During heavy exercise only 40 to 50% of the vital capacity and 45 to 55% of the forced expiratory volume were taken into account and this index of pulmonary function did not differ with sex, age or ethnic differences.     

Physical fitness of children aged 5 and 6 years

Maximal oxygen uptake (Vo2 max) of 85 healthy kindergarten children, 46 boys and 39 girls, aged 5 and 6 years, was determined by means of track running. Their physique, skinfold thickness, grip and back muscle strength, and performances of 25 m-run, 50 m-run, standing broad jump, and 5 min-endurance run were also measured. Skinfold thickness of girls was significantly larger than that of boys. Boys were significantly superior to girls in all the motor performances. The Vo2 max per unit of body weight was 49.46 ml/kg/min for boys and 46.30 ml/kg/min for girls, the sex difference being significant at the 0.001 level. The correlation coefficient between Vo2 max per kg body weight and 5 min-endurance run performance was 0.417 for boys and 0.049 for girls, while that between absolute Vo2 max and body weight was 0.899 for boys and 0.563 for girls. The regression equation of the absolute value of Vo2 max (liter/min) on body weight (kg) was: Y=0.051X-0.025 for boys and Y=0.024 + 0.408 for girls, the regression coefficient of boys being twice as large as that of girls. It appears that at ages 5-6 sex differences are exhibited ont only in muscle strength and agility but also in endurance run and aerobic work capacity.     

Autonomic Regulation of Heart Rate and Distinctive Features of Oculomotor Activity in Eight- to Nine-Year-Old Boys and Girls during the Reading of Texts of Different Complexities

Distinctive features of autonomic regulation of the heart rate and spatiotemporal parameters of eye movements during the reading of texts of different complexities levels from a computer screen have been analyzed in girls and boys eight to nine years of age. Sex-related differences in heart rate variability (HRV) pattern were already observed in the resting state, since parasympathetic effects were stronger in boys than in girls. Parasympathetic activity decreased in boys who were reading texts of different complexities. The most pronounced decrease was observed during the reading of the first (simple) text. The changes in girls were mostly due to an increase in sympathetic activity and were less pronounced than in boys. Oculomotor activity analysis revealed differences in reading process strategy: reading was more fragmented (discrete) in the girls and more integrated in the boys. However, reading skills were not fully developed in children of eight to nine years of age, since “syllabized” reading was observed in girls and boys alike.     

Evaluation of Metabolic Risk in Prepubertal Girls Versus Boys in Relation to Fitness and Physical Activity

BackgroundLow levels of cardiorespiratory fitness (CRF) and physical activity (PA) are associated with a risk of the development of metabolic syndrome. Contradictory findings are reported in the literature regarding the influence of sex and CRF and PA on metabolic changes.ObjectiveThe aim of this study was to analyze the effects of CRF and PA on lipid and carbohydrate metabolism biomarkers in boys and girls.MethodsA total of 82 prepubertal boys and 55 girls (7–12 years of age) were classified according to sex, low or high CRF, and performance or nonperformance of PA. Anthropometric and blood pressure (BP) measurements, plasma lipid profile values, glucose and insulin levels, and homeostasis model assessment for insulin resistance were analyzed.ResultsThe percentage of boys with high CRF and performance of PA was higher than that of girls (P < 0.05). When children of the same sex were compared, higher values for body mass index and waist circumference z-scores were found for boys with low CRF compared with boys with high CRF (P < 0.001) without differences between girls, and in all groups classified by PA. Systolic and diastolic BPs were higher in boys than in girls, in both CRF and PA groups (P < 0.05). In the low CRF and no PA groups, girls had higher plasma glucose, total cholesterol, and low-density lipoprotein cholesterol levels than boys, with higher high-density lipoprotein cholesterol and apolipoprotein A levels (P < 0.05).ConclusionsSex in relation to CRF and PA could affect the plasma lipid profile. These changes in girls are associated with low CRF and low levels of PA. Considering these results, we suggest the need to improve CRF and promote PA, especially in girls, to reduce metabolic risk.     

Sex differences in height and sitting height in the Belgian population

Sex differences in growth were studied in a longitudinal study of 39 boys and 31 girls for sitting height. Individual growth patterns were determined by means of Preece Baines model 1. The results showed no significant bias in the fits of height and sitting height in boys and girls. Girls fits were significantly better than those of the boys for both height and sitting height. Univariate analysis by means of Mann-Whitney test showed significant sex differences for all function and biological parameters of height and sitting height excepted for s₁ parameter (the rate constant controlling pubertal velocity). Linear discriminant analysis revealed that the strongest sex differences for the timing and size parameters at adolescent. Peak velocity at adolescent was slightly less discriminating between the two sexes and velocity at take-off showed the least sex difference. These trends were similar for height and sitting height. Decomposition of sex differences in adult size showed that the major contributor to adult the sex differences is the effect of the later onset of the adolescent growth spurt in boys than in girls. Sex differences in adult phenotypes of height and sitting height are to a slightly lesser extent due to the greater adolescent gain in boys while prepubertal sex differences are almost negligible.     

内蒙古汉族青少年体型分析

运用Heath-Carter体型法,对内蒙古地区3088名（男1489,女1599）7－18岁汉族城乡青少年体型进行分析。结果表明城乡男生偏中胚层型的外胚层型体型最多,中胚层－外胚层均衡型和偏外胚层型的中胚层型 之;城乡女生偏中胚层型的内胚层型体型最多,三胚层中间型和偏内胚层型换上胚层型次之。8－13岁时,同性别同龄组城乡学生的体型差异明显,13岁以后体型接近,城乡男女学生体型的性别间差别显著。     

Intelligence in Taiwan: Progressive Matrices means and sex differences in means and variances for 6- to 17-year-olds

Data for Raven's Progressive Matrices are reported for a sample of 6290 6- to 17-year-olds in Taiwan. The Taiwanese obtained a mean IQ of 109.5, in relation to a British mean of 100. There was no difference in mean scores of boys and girls at age 7 years. At age 10 years girls obtained significantly higher scores than boys, and at ages 13 and 16 years boys obtained significantly higher scores than girls. There was no sex difference in variance at age 7 years. At ages 10, 13 and 16 years variance was significantly greater in boys.     

Child Mortality Estimation: Estimating Sex Differences in Childhood Mortality since the 1970s

Introduction

Producing estimates of infant (under age 1 y), child (age 1–4 y), and under-five (under age 5 y) mortality rates disaggregated by sex is complicated by problems with data quality and availability. Interpretation of sex differences requires nuanced analysis: girls have a biological advantage against many causes of death that may be eroded if they are disadvantaged in access to resources. Earlier studies found that girls in some regions were not experiencing the survival advantage expected at given levels of mortality. In this paper I generate new estimates of sex differences for the 1970s to the 2000s.

Methods and Findings

Simple fitting methods were applied to male-to-female ratios of infant and under-five mortality rates from vital registration, surveys, and censuses. The sex ratio estimates were used to disaggregate published series of both-sexes mortality rates that were based on a larger number of sources. In many developing countries, I found that sex ratios of mortality have changed in the same direction as historically occurred in developed countries, but typically had a lower degree of female advantage for a given level of mortality. Regional average sex ratios weighted by numbers of births were found to be highly influenced by China and India, the only countries where both infant mortality and overall under-five mortality were estimated to be higher for girls than for boys in the 2000s. For the less developed regions (comprising Africa, Asia excluding Japan, Latin America/Caribbean, and Oceania excluding Australia and New Zealand), on average, boys'' under-five mortality in the 2000s was about 2% higher than girls''. A number of countries were found to still experience higher mortality for girls than boys in the 1–4-y age group, with concentrations in southern Asia, northern Africa/western Asia, and western Africa. In the more developed regions (comprising Europe, northern America, Japan, Australia, and New Zealand), I found that the sex ratio of infant mortality peaked in the 1970s or 1980s and declined thereafter.

Conclusions

The methods developed here pinpoint regions and countries where sex differences in mortality merit closer examination to ensure that both sexes are sharing equally in access to health resources. Further study of the distribution of causes of death in different settings will aid the interpretation of differences in survival for boys and girls. Please see later in the article for the Editors'' Summary.     

Diurnal Changes in Sport Performance of 9- to 11-Year-Old School Children

The aim of this study was to document time of day-related changes in performances in sprint (a 20-m run) with standing and flying start as well as in eye-hand skill (ball-and-cup game) in school children. Sixty-three boys and 56 girls 9–11 years of age and considered to be healthy volunteered for the study. They were synchronized with a diurnal activity from 07: 00 to 21: 00 h and a nocturnal rest. Tests were performed at school at fixed clock hours; 08: 30, 10: 30, 13: 30, and 15: 30 h (10 min). Five different classes were involved: two of the same age participated in the sprint and three of different ages participated in the skill test. Analysis of variance was used for statistical analyses. For sprint with standing start, the best performances (higher speed) occurred at 10: 30 h (p < 0.002) and had a gender-related difference, boys performing better than girls (p < 0.001 to p < 0.00001). For sprint with flying start, a U-shaped curve pattern was obtained, with the highest performance at 08: 30 h (91% of all cases) and the lowest at 13: 30 h (p < 0.0004 and p < 0.0001); boys performed better than girls (p < 0.00004). For skill at the ball-and-cup game, the best performance occurred at 15: 40 h and the lowest at 08: 40 h (p < 0.001 to p < 0.00001); no gender-related difference was validated. Performance rates were lower for children 9.6 years of age than for children 10.6 years of age (p < 0.0001), but no sex differences were found. Thus, predictable diurnal changes in physical and skill performances were detected in studied children. However, differences between children of this age and adults are likely to exist with regard to peak time location and curve pattern. A class effect, presumably due to masking, was observed as well.     

大连学生体质发育的研究

为了解大连地区城乡学生生长发育状况及其规律,采用人体测量学方法,调查测量了大连地区7—18岁3834（城市男630,城市女645,乡村男1285,乡村女1274）名汉族学生23项形态指标,并利用以往资料,研讨了大连学生主要形态指标的生长发育规律、生长发育趋势、性差和地区差别。结果表明：1生长发育特点：大连学生测量项目的均值随年龄的增长而增加,生长曲线呈上升趋势并且男女有交叉现象。2性差：大连学生各测量项目均有明显的性差,除女生青春期（10—12岁）外,在其他年龄组均为男生大于女生。3生长的长期变化：大连7—17岁男女学生26年来身高、体重、胸围有较大幅度的增长,其每10年平均增长值分别为2.52cm和1.92cm、4.05kg和2.39kg、1.77cm和1.38cm。4城乡差：大连男女学生身高、体重、胸围仍存在城乡差别。     

Pre-academic and early academic achievement in children with velocardiofacial syndrome (del22q11.2) of borderline or normal intelligence

School-aged children with del22q11.2 tend to show a typical learning and neuropsychological profile, which is characterised by a VIQ-PIQ discrepancy (in favour of the VIQ) and significantly better scores for reading (decoding) and spelling compared to mathematics. To the best of our knowledge, there exists no systematic research on the pre-academic and early academic skills that might underpin these learning difficulties. The purpose of the current study was to investigate more systematically these pre-academic and early academic skills in borderline to normal intelligent (FSIQ > 70) children with del22q11.2 in the last year of kindergarten and first grade of primary school in Flanders. In the kindergarten group, meta-linguistic awareness and counting skills were examined. In the group of first graders, children were tested on reading, spelling and mathematics. Thirteen children (mean age: 6 years 4 months (SD = 0.84); 9 boys, 4 girls) participated in this study. In the present study, there were no differences in intelligence and academic outcomes between boys and girls, and no differences in IQ and academic achievement between children with cardiac defects or severe velopharyngeal insufficiency (VPI) and children without these deficits. With regard to pre-academic achievement in general, a characteristic profile with clearly better results for meta-linguistic awareness in comparison to counting skills was found, but this difference is not statistically significant. Concerning early academic achievement, children with del22q11.2, as a group, perform (despite their somewhat lower general intelligence) on average compared with their age-related peers. However, at an individual level--especially within the domain of counting skills and mathematics--there is a wide variability, with some children showing remarkable learning difficulties already at an early age.     

Ethnic and secular influences on the size and maturity of seven year old children living in Guatemala City

Three groups of children, those of European parentage, those of Guatemalan parentage, and those of mixed European-Guatemalan parentage were measured for height, weight, and skeletal maturity. The children were born between 1945 and 1965, they were all of high socioeconomic status, and they all attended the same private school in Guatemala City. At 7 years, the boys of the European group were significantly taller than boys of the Guatemalan group. European and mixed European-Guatemalan girls were significantly taller than Guatemalan girls. These results are maturity independent. The influence of skeletal age was removed statistically by analysis of covariance. Girls of the mixed group were significantly heavier than girls of European and Guatemalan groups. Mixed group girls also had more significantly advanced skeletal ages than European girls. When the patterns of size and maturity status are analyzed by sex, there is evidence for a relatively greater environmental influence on the boys and a relatively greater genetic influence on the girls. Dividing the data into two birth year cohorts, 1945 to 1955, and 1956 to 1965, does not provide evidence for secular trends in growth or maturation. These results are similar to those from studies in developed nations that report an end to the secular trend for the “well off” population of those countries.     

Prenatal androgen exposure and children's aggressive behavior and activity level

Some human behaviors, including aggression and activity level, differ on average for males and females. Here we report findings from two studies investigating possible relations between prenatal androgen and children's aggression and activity level. For study 1, aggression and activity level scores for 43 girls and 38 boys, aged 4 to 11 years, with congenital adrenal hyperplasia (CAH, a genetic condition causing increased adrenal androgen production beginning prenatally) were compared to those of similarly-aged, unaffected relatives (41 girls, 31 boys). Girls with CAH scored higher on aggression than unaffected girls, d = 0.69, and unaffected boys scored higher on activity level than unaffected girls, d = 0.50. No other group differences were significant. For study 2, the relationship of amniotic fluid testosterone to aggression and activity level was investigated in typically-developing children (48 girls, 44 boys), aged 3 to 5 years. Boys scored higher than girls on aggression, d = 0.41, and activity level, d = 0.50. However, amniotic fluid testosterone was not a significant predictor of aggression or activity level for either sex. The results of the two studies provide some support for an influence of prenatal androgen exposure on children's aggressive behavior, but not activity level. The within-sex variation in amniotic fluid testosterone may not be sufficient to allow reliable assessment of relations to aggression or activity level.     

The relationship of lean limb volume to performance in the handgrip and standing long jump tests in boys and girls, aged 11.6–13.2 years

Twenty-three girls and 19 boys performed the handgrip and standing long jump (SLJ) tests. Their total forearm and leg volumes were calculated from circumference and length measurements and the lean volumes (bone + muscle) were calculated by making allowance for skinfold thickness. Although the boys were older than the girls (12.8 and 12.4 years), there was no significant difference in their heights or body masses. The absolute performances of the boys were superior to those of the girls in both tests (handgrip 234 and 205 N and SLJ 1.53 and 1.34 m), but when jumping performance was expressed as distance x body mass, there was no significant difference. In both tests, performance in terms of unit lean limb volume showed no significant gender difference. When performance was related to lean limb volume, both boys and girls showed a linear relationship in the two tests, with no significant difference between them. This absence of a gender difference contrasts with the results of a previous study on young adults and comparison shows that the relationships between lean limb volume and performance in the two tests for both boys and girls lie just below those of the young, adult females. The difference between the girls and the young adult females was just significant in the handgrip (p less than 0.05), but not significant in the SLJ (p greater than 0.25), whereas the differences between the boys and young adult males were significant (p less than 0.01) in both tests. Thus it would appear that a gender difference in the performance of skeletal muscle develops during adolescence and possible contributory factors are discussed.