Dissertations / Theses on the topic 'Scientific ability – Sex differences'

Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.

Generally, females are regarded as the group who has better verbal and reading abilities (Maccoby & Jacklin, 1974; Denno, 1982), although there are still some disagreements on particular aspects or language systems (Hyde & Linn, 1988; Hetherington & Parke, 1986). We asked whether gender differences of reading ability exist in Chinese children and if so, how the difference may be demonstrated. In addition, we investigated whether the development of reading ability follows a hierarchical model (Gough &Hillinger, 1980; Ehri, 1980; Ehri & Wilce, 1985), according to which, the gender differences may vary with age and reading experience. We tested children’s character reading ability and phonological awareness in a Shandong primary school. Fifty-five second graders and forty-three fourth graders performed behavioral tasks containing a Chinese character reading test, a Chinese onset-rime oddity test and an English onset-rime oddity test. We found that Chinese children exhibited a significant gender difference in Chinese character reading ability. However, we have not found gender differences on onset-rime level phonological awareness. Thus, gender differences of reading ability exist in Chinese children, even if the differences only cover partial phonological or orthographic skills. The present data have also yielded the predicted result that the development of gender differences change with age and reading experience. Specifically, the gender difference on Chinese character reading ability emerged after Grade 2. In terms of the onset-rime oddity task, the performances of boys and girls showed no striking difference at any grades. These results reveal that gender differences of reading ability exist in Chinese children, especially in children in higher grades (Grade 4). Different types of verbal skills and learning attitude should be taken into account, and be examined in the future.
published_or_final_version
Linguistics
Master
Master of Arts

Spatial ability is the skill associated with mental relations among objects, the process of maintaining the physical aspects of an object after mentally rotating it in space. Many studies report a strong association of spatial ability with success in various areas of health care, especially surgery, radiology and dentistry. To date, similar investigations in professional nursing could not be located. Registered nurses, employed in an acute care multi-hospital setting, were surveyed using the Shipley-2Block Pattern Test, the Group Embedded Figures Test, and a newly created test of general nursing knowledge. The sample size of 123 nurses was composed of 31 male nurses and 92 female nurses. Data was collected between May and August of 2013 and analyzed using R, version 2.15.2. The present study did not demonstrate a statistically significant effect for gender differences on two measures of spatial ability. However, Cohen’s d effect sizes for mean gender differences in the present study are consistent with prior studies. This may suggest the nursing profession is comparable with other professions where males perform higher than females on spatial ability. The present study should be considered an initial step toward evaluating the relevance of spatial ability in the performance of nursing care.

Sex differences in spatial ability, especially mental rotation, navigation and object-location memory are described in this essay. Biological differences in brain morphology, hormones and genes between men and women are presented as explanations for the sex differences. Another level of explanations offered are evolutionary, hence the most influential evolutionary psychological theories are summarized and evaluated. These theories are Gaulin’s and Fitzgerald’s male range theory, Silverman’s and Eals’s hunter-gatherer theory, and Ecuyer-Dab’s and Robert’s twofold selection theory. The hunter-gatherer theory at present seems to be of the most importance, though the twofold selection theory may in the future challenge it. Regardless, united biological and evolutionary explanations would create the best comprehensive theory.

The purpose of this study was to determine the degree to which elementary school students label physical activities according to gender. Participants for this study were 202 students grades one through six from a Muncie Community School in Muncie, Indiana. Participants were divided by age and gender for the statistical analysis. The students were asked to respond to the Physical Activity Stereotyping Index (PASI), a Lickert-type instrument designed to assess the degree to which individuals label selected physical activities according to gender.Results of the study suggested that children's perceptions about the gender appropriateness of physical activities may be a function of age as evidenced by higher scores for the older children. It appeared also that boys gender-label physical activities to a greater extent than do girls. Those findings suggested that as children widen their experiences with social interactions, they adopt clearly-defined and gender-specific play patterns.
School of Physical Education

Male mammals typically outperform females in tests of spatial ability. However, in laboratory rats (Rattus norvegicus), from which the majority of data in support of this difference come, sex differences are not consistently found. Since stress affects cognition in males and females differently, I investigated possible sources of stress (e.g. housing conditions, spatial tasks) and the impact they have on cognitive performance in male and female rats. Firstly, I investigated whether isolation housing, purported to be chronically stressful, affected the presence of sex differences in a dark-eyed and an albino strain of rat. Irrespective of sex and strain, I found that young or old rats isolated for long or short periods were not behaviourally or cognitively impaired relative to pairhoused conspecifics. I found, however, that behaviour caused by the acute stress of the task impeded performance. Furthermore, sex differences in performance were found only when the females were more stressed than the males during testing. Additionally, the degree to which the rats found the task stressful depended upon the age at which they travelled from the breeding establishment. In the dark-eyed strain, males were always less stressed than the females, but also out performed the females only if they travelled while young (4-5 weeks old). Both sexes seemed to be less stressed by the task if the rats travelled as adults. Conversely, in the albino strain, males outperformed females only if the rats travelled as adults, because in the young travellers both sexes were equally and highly stressed during testing. Therefore, the acute stress response, which seems to underlie sex differences in cognitive performance, was influenced by the age at which the rats travelled in a sex and strain dependent manner. Next, I considered the impact of the physical attributes of the home cage on a rat’s welfare and performance in a cognitive task. I found that, male and female rats housed with a barrier that reduced visual contact from their cage showed higher levels of behavioural stress in their home cage than did rats housed without a barrier between the cages. Rats housed with the barrier were also more stressed during spatial testing and had poorer cognitive performance relative to rats housed without the barrier. Pair housing did not ameliorate the effect of the barrier. Based on these data, although a rather unorthodox suggestion, I propose that single housing with a view may be preferable to pair housing without a view. One implication of this finding is that the number of animals used in an experiment could be significantly reduced if the home cages allow sufficient visual interactions. Lastly, I investigated the impact of environmental enrichment on spatial cognition and behavioural stress responses. I found, contrary to current opinion, that enriched rats outperformed non-enriched animals not because they had superior cognitive ability but because their behavioural stress response was reduced significantly during testing. Furthermore, withdrawing enrichment from rats for at least one week did not increase stress responses during testing or impair cognitive performance. Therefore, exposure to enrichment, even if later withdrawn, improves welfare by reducing stress during cognitive testing. In conclusion, a differential behavioural stress response during cognitive testing may explain why males outperform females and why enriched animals do better than non-enriched animals in tests of spatial cognition. Furthermore, variation in this behavioural stress response may in part explain why sex differences in performance are not consistently found in laboratory rats.

The purpose of this research is to examine the gender differences that exist when male and female participants complete the mirror-tracing task. This task was chosen because it requires both spatial and psychomotor abilities and is unusual in the sense that it has a far higher correlation with standard spatial ability measures than do most other psychomotor tests. This research will focus on looking at gender differences in speed, accuracy, and practice effects. It will also investigate two personality traits that correlate with performance on the task: introversion and anxiety. Data will be collected from three studies: Experiment 2 of Ackerman&Cianciolo's (1999) study, Experiment 3 of Ackerman&Cianciolo's (2000) study, and Experiment 1 of Field's (1998) study. The results are expected to show that males complete the mirror-tracing task quicker than females during initial, intermediate, and final assessments; however, females will exhibit greater practice effects than males. The results are also anticipated to show there is no significant gender difference in the number of errors made during initial, intermediate, or final assessment. Finally, the number of errors made during initial assessment on the mirror-tracing task is expected to be negatively correlated with introversion and positively correlated with anxiety.

Circumscription and Compromise theory suggests self-concept and sex stereotype explain occupational preferences, including preferences for science, technology, engineering and mathematics (STEM). Support exists for sex differences between males and females in both science degrees and science careers. The main thrust of observed sex differences in science lies in the development of occupational interest, as it has been suggested females are encouraged away from science due to stereotypes and social pressure. The present study evaluates high school juniors and seniors (n = 295) to explore their preference for science as indicated by science motivation, attitude, academic experience, and interest. Latent Profile Analysis was used to model profiles of preferences for science with a person-centered approach. Then, the impact of self-concept variables was explored and four profiles of science interest were identified. Sex differences were identified based on science interest, but were not always in favor of males. Covariate analysis indicates vocabulary ability and personality as significantly different for students in the high science interest profile. Implications of these results and future research directions are discussed.

Sex differences in spatial cognition have been reported for many species ranging from voles to humans. The range size hypothesis predicts that sex differences in spatial ability will only occur in species in which the mating system selects for differential range size. Consistent with this prediction, we observed sex differences in spatial ability in giant pandas, a promiscuous species in which males inhabit larger ranges than females, but did not observe sex differences in Asian small-clawed otters, a related monogamous species in which males and females share home ranges. Furthermore, the sex difference in giant pandas was observed during the period of male range expansion and outside female estrus, thus the potentially confounding influence of decreased female ability was avoided. Finally, all subjects in this study were raised in captivity and never actually inhabited different range sizes. Therefore these findings emphasize the importance of biological rather than experiential factors underlying sex differences in spatial cognition. These results are the first evidence of sex differences in spatial ability in the order Carnivora, and provide support for the range size hypothesis.

The aim of this present study was to examine whether scientific authors active in English-speaking countries differ from those in non-English-speaking countries in their use of the terms ‘sex’ and ‘gender’. Based on earlier science, findings have shown that the first language (L1) and second language (L2) differ in the neural processes of the brain and working memory. Research has also shown that women tend to communicate in a more polite and involved manner compared to men. Based on such findings, we compare authors’ tendency to use the terms sex and gender correctly, as a function of their sex and whether they were affiliated to a country with English as first language (EFL) or English as second language (ESL). The hypothesises of this study were (1) scientists affiliated to universities located in EFL countries are more likely to use the terms sex and gender correctly, compared to scientists affiliated to universities in ESL countries, and (2) female scientists are more likely to use the term gender, when they are actually referring to sex, than male scientists and are also less likely to use the term sex when they are referring to gender, compared to male scientists. Results supported the first but not the second hypothesis. Further results are analyzed and discussed based on theories from cognitive science.
Syftet med denna studie var att undersöka om vetenskapliga författare som är verksamma i engelsktalande länder skiljer sig från dem i icke-engelsktalande länder när det gäller att använda de engelska termerna ”sex” och ”gender”. Baserat på tidigare vetenskap har fynd visat att första språket (L1) och andraspråket (L2) skiljer sig åt i arbetsminne och hjärnans neurala processer. Forskning har också visat att kvinnor tenderar att kommunicera på ett mer artigt och involverat sätt jämfört med män. Baserat på sådana resultat jämför vi författarnas tendens att använda termerna kön och kön korrekt, som en funktion av deras kön och om de var affilierade till ett land med engelska som första språk (EFL) eller engelska som andraspråk (ESL). Hypoteser i denna studie var (1) forskare som är anslutna till universitet i EFL-länder är mer benägna att använda termerna kön och kön korrekt, jämfört med forskare som är anslutna till universitet i ESL-länder, och (2) kvinnliga forskare är mer benägna att använda begreppet gender, när de faktiskt menar sex, än manliga forskare och är också mindre benägna att använda termen sex när de menar gender, jämfört med manliga forskare. Resultaten stödde den första men inte den andra hypotesen. Ytterligare resultat analyseras och diskuteras utifrån teorier från kognitionsvetenskap.

In both the private and work spheres, multitasking among three or more activities has become and is continuing to evolve as a pervasive element of everyday life, and recent technological advances only seem to be exacerbating the process. Despite attempts to understand the mental processes that let humans successfully multitask, little is known about the functional cognitive level at which these mental processes take place. This thesis makes a case for the involvement of spatial ability (among other cognitive abilities) in successful multitasking behavior. It focuses on the importance of the cognitive off-loading of executive control demands onto spatial ability, due to the inherent complexity of relationships between task goals and deadlines in multitasking scenarios. Importantly, it presents a working hypothesis—the spatiotemporal hypothesis of multitasking—as a tool for making specific predictions about multitasking performance, based on individual and sex differences in spatial ability. In Study 1, individual differences in spatial ability and executive functions emerged as independent predictors of multitasking performance. When spatial ability was decomposed into its subcomponents, only the coordinate (metric), but not categorical (nonmetric), processing of spatial relations was related to multitasking performance. Males outperformed females in both spatial ability and multitasking, and the effects were moderated by menstrual changes, in that sex differences in coordinate spatial processing and multitasking were observed between males and females in the luteal phase of the menstrual cycle, but not between males and females at menses. In Study II, multitasking performance reflected age- and sex-related differences in executive functioning and spatial ability, suggesting that executive functions contribute to multitasking performance across the adult life span, and that reliance on spatial skills for coordinating deadlines is reduced with advancing age. The results of Study III, in which the spatiotemporal hypothesis was directly scrutinized, suggest that the spatial disruption of multiple deadlines interferes with multitasking performance. Overall, these findings suggest that multitasking performance, under certain conditions, reflects independent contributions of spatial ability and executive functioning. Moreover, the results support the distinction between categorical and coordinate spatial processing, suggesting that these two basic relational processes are selectively affected by female sex hormones and are differentially effective, even across the age span, in transforming and handling temporal patterns as spatial relations in the context of multitasking. Finally, fluctuations of sex hormones exhibit a modulating effect on sex differences in spatial ability and multitasking performance.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.

This study, which formed part of a larger research project, investigated the effect of gender on test performance on the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III). The WAIS-III was administered to a sample of 68 participants in the Eastern Cape following the initiative of the Human Sciences Research Council to standardise the WAIS-III for a South African population. The participants, aged 19 to 30, were stratified according to language of origin (African or English First Language), educational attainment (matriculant or graduate), quality of education (Department of Education and Training or private/"Model C" school) and gender. Analyses of variance and two sample t tests were used to compare male and female test performance. For the total sample, no significant difference between males and females on Verbal, Performance and Full Scale IQ were found. On the factor indices, females scored marginally higher than males on Processing Speed at a level which was approaching significance (p = 0.105), but no significant differences were found. On subtest performance, females significantly outperformed males on Digit Symbol (p = 0.020). Differences which were approaching significance were found on Information (p = 0.133) in favour of males, and on Matrix Reasoning (p = 0.092) in favour of females. For subgroups of the total sample, the most significant differences in test performance were found for the African First Language private/"Model C" school cohort in favour of females. Thus the overriding implication that emerged from this research was that on this relatively highly educated sample, no significant gender differences in cognitive ability were apparent.

Thesis (M.A.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Kinesiology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

This PhD thesis contributes to a synthesis of the bibliographic material reviewed from original sources written in various languages (and thus sometimes unknown in the scientific community at international level, since they were not published in English) and to scientific research by findings and results from experimental work carried out at the Mira y López Laboratory of the University of Barcelona on topics related to individual differences in proprioception based on fine motor behaviour. The main aim of this work is to show the importance of proprioceptive sense, as a basis of individual differences, for human health and life quality. Most of the experimental work is related to sex and age-dependent differences in human fine behaviour, thus allowing analysis and understanding of those differences. When self-correction of behaviour is not possible (the person does not see the feedback of his/her movements), the expression reflects the intrinsic qualities of each person based both on biological or endogenous factors or ones specific to the nervous system and adaptive behaviour learnt during his/her own experience with environmental interactions. Experimental work was carried out with use of the latest proprioceptive diagnostics which was a result of many years of work within the Mira y Lopez myokinetic psychodiagnosis (MKP) tradition, Proprioceptive Diagnostics of Temperament and Character or DP-TC in Spanish abbreviation (Tous, Muiños, Tous, O. i Tous, R., 2012). DP-TC was a result of digitization and statistical validation of MKP lineograms’ and parallels` parts. Thus, due to this special software, graphomotor fine behaviour (precision and speed) can be registered and measured and converted to the metric system: from pixels to millimetres. For the study of individual differences, various movement types were used: frontal, transversal and sagittal, both hands and two sensory conditions: proprioceptive-visual (PV), where the integration function of both sensory conditions can be observed, and proprioceptive-only (P). The experimental studies were cross-sectional and analysed for sex- and age-dependent individual differences mainly, although a brief résumé of other studies was included, showing the relationship between proprioceptive information feedback and both emotion and cognition, at the end of this thesis. The major contributions of this work are the following: - synthetic bibliographical work on the topic of proprioception and individual differences and importance for human health and quality of life, which is conducted for the first time and can be used for wider understanding in order to carry out future research and application (more effective therapeutic and educational work), and can be used and adapted to form part of a program, especially for psychological, pedagogical and neurological faculties; - brief description of fine motor behaviour in different cultures: Arabic (in which the custom is to write in a different direction to Western people); and Belarus (for the latter some results are given, together with relationships to verbal and other physical parameters) is represented in the initial part of the thesis; - an age-dependent proprioceptive differences study based on fine motor behaviour in 196 participants from 12 to 95 years old, in which the polynomial function was of the best fit for size (line length tracings) in frontal and transversal movements; - it was shown that proprioception function was the first to deteriorate in precision with increasing age value if compared to the integrative function of both sensory inputs (proprioceptive and visual); - the crucial ages for age-dependent changes were shown for the first time; these results give the first experimental support for the age of the mid-life crisis (approx. 40 years); - sex-dependent differences and sex*age-dependent differences were analysed and discussed also; - a correlational analysis was performed between precision and fine motor speed in two sensory conditions of the test; - practical applications of study results together with the future potential research interests in the area of proprioception and individual differences are given in the final part of the work.
Aquesta tesi doctoral contribueix tant a la sinterització del material bibliogràfic, revisat de fonts originals, escrit en diferents idiomes (a vegades desconegudes en la comunitat científica a nivell internacional, ja que no van ser publicades en anglès) com a la investigació científica amb els resultats de les investigacions experimentals, dutes a terme al Laboratori Mira i López de la Universitat de Barcelona, en l'estudi empíric de les diferències individuals en la propiocepció, basades en el comportament motor fi. L'objectiu principal teòric d'aquest treball és mostrar la importància de la propiocepció, com a base de les diferències individuals, per a la salut humana i la qualitat de vida. La major part del treball experimental es basa en la constatació de les diferències individuals en la motricitat fina propioceptiva relacionades amb l'edat i el sexe que permet analitzar i entendre aquestes diferències en el comportament humà. Quan la autocorrecció de la conducta no és possible (la persona no veu els traços dels seus moviments en la part propioceptiva del test), l'expressió grafomotora reflecteix les qualitats intrínseques de cada persona, basades en factors biològics, o endògens, específiques del sistema nerviós i la conducta adaptativa, apreses en les seves pròpies experiències amb les interaccions ambientals. Els treballs experimentals s'han realitzat amb l'ús del Diagnòstic Propioceptiu de Temperament i el Caràcter o DP-TC, en abreviatura espanyola (Tous, Muiños, Tous, O. i Tous, R., 2012), que és el resultat més recent de molts anys de treball dins la línia de la tradició del Psicodiagnòstic Miokinético (PMK) de Mira i López. El DP-TC és el resultat de la digitalització i validació estadística dels subtests corresponents als lineogramas i les paral • leles del PMK. Mitjançant aquest programa especial, el comportament grafomotor fi (precisió i velocitat) pot ser registrat i mesurat, ja que permet transformar les mesures en mil•límetres, del sistema mètric, a píxels. Per a l'estudi de les diferències individuals es van utilitzar diferents tipus de moviment: frontal, transversal i sagital, amb les dues mans per separat i dues condicions sensorials: propioceptiva-visual (PV), on es pot observar la funció d'integració de les dues condicions sensorials i només propioceptiva (P) on es pot observar la informació propioceptiva en la conducta motora fina. Els estudis experimentals van ser sobre les diferències individuals en el sexe i l'edat, encara que es dóna també, al final d'aquesta tesi, un breu resum d'altres estudis -alguns transculturals- que mostren la relació de la informació propioceptiva amb l'emoció i la cognició. Les principals contribucions d'aquest treball són els següents: - Treball bibliogràfic comentat sobre el tema de la propiocepció i les diferències individuals i la importància per a la salut humana i la qualitat de vida que es realitza per primera vegada i es pot utilitzar per a una comprensió més àmplia a l'hora de realitzar futures investigacions i aplicacions (treballs terapèutics i educatius més eficaços). La informació recollida es pot utilitzar i adaptar per formar part del programa formatiu, especialment en les facultats de psicologia, pedagogia i neurologia. - S'ha realitzat una breu descripció de la conducta motora fina en diferents cultures: Àrab, (que té l'hàbit d'escriure en una altra direcció que a Occident) i Bielorussa (per a aquests últims, alguns resultats es donen amb relació als paràmetres físics i verbals) que es representa a la part inicial del tesis. - L'estudi de les diferències propioceptives dependents de l'edat, basades en la conducta motora fina, en 196 participants 12-95 anys d'edat, que va permetre constatar que la funció polinòmica era la millor opció per a la descripció de l'evolució de la reproducció de la longitud de línia de traços en els moviments frontals i transversals. - Es va constatar que la funció de propiocepció era la primera que empitjorava en la precisió amb l'augment de l'edat abans de l'empitjorament de la funció integradora realitzada per les dues entrades sensorials (propioceptiva i visual); - Es posen de manifest les edats crucials per als canvis propioceptius dependents de l'edat; els resultats per primera vegada donen el suport experimental de l’edat de la crisi de l’edat mitjana (aprox. 40 anys). - S'han analitzat i discutit les diferències de sexe i la interacció sexe per edat; - S’ha fet anàlisi correlacional entre precisió motora fina i la velocitat en dues condicions sensorials del test. - Es dona en la part final de la tesi la descripció de les aplicacions dels resultats de la tesi i els interessos potencials de la investigació futura en l'àrea de la propiocepció i les diferències individuals.
Esta tesis doctoral contribuye tanto a la sintonización del material bibliográfico, revisado de fuentes originales, escrito en diferentes idiomas (a veces desconocidos en la comunidad científica a nivel internacional, ya que no fueron publicadas en inglés) como a la investigación científica con los resultados de las investigaciones experimentales, llevadas a cabo en el Laboratorio Mira y López de la Universidad de Barcelona, en el estudio empírico de las diferencias individuales en la propiocepción, basadas en el comportamiento motor fino. El objetivo principal teórico de este trabajo es mostrar la importancia de la propiocepción, como base de las diferencias individuales, para la salud humana y la calidad de vida. La mayor parte del trabajo experimental se basa en la constatación de las diferencias individuales en la motricidad fina propioceptiva relacionadas con el sexo y la edad que permite analizar y entender esas diferencias en el comportamiento humano. Cuando la autocorrección de la conducta no es posible (la persona no ve los trazos de sus movimientos en la parte propioceptiva del test), la expresión grafomotora refleja las cualidades intrínsecas de cada persona, basadas en factores biológicos, o endógenos, específicos del sistema nervioso y la conducta adaptativa, aprendidas en sus propias experiencias con las interacciones ambientales. Los trabajos experimentales se han realizado con el uso del Diagnóstico Propioceptivo de Temperamento y el Carácter o DP-TC, en abreviatura española (Tous, Muiños, Tous, O. y Tous, R., 2012), que es el resultado más reciente de muchos años de trabajo dentro de la línea de la tradición del Psicodiagnóstico Miokinético (PMK) de Mira y López. El DP-TC es el resultado de la digitalización y validación estadística de los subtests correspondientes a los lineogramas y las paralelas del PMK. Mediante este software especial, el comportamiento grafomotor fino (precisión y velocidad) puede ser registrado y medido; ya que permite transformar las medidas en milímetros, del sistema métrico, a píxeles. Para el estudio de las diferencias individuales se utilizaron diferentes tipos de movimiento: frontal, transversal y sagital, con ambas manos por separado y dos condiciones sensoriales: propioceptiva-visual (PV), donde se puede observar la función de integración de ambas condiciones sensoriales y solamente propioceptiva (P) donde se puede observar la información propioceptiva en la conducta motora fina. Los estudios experimentales fueron sobre las diferencias individuales en el sexo y la edad, aunque se da también, al final de esta tesis, un breve resumen de otros estudios -algunos transculturales- que muestran la relación de la información propioceptiva con la emoción y la cognición. Las principales contribuciones de este trabajo son los siguientes: - Trabajo bibliográfico comentado sobre el tema de la propiocepción y las diferencias individuales y la importancia para la salud humana y la calidad de vida de estos estudios que se realiza por primera vez y se puede utilizar para una comprensión más amplia a la hora de realizar futuras investigaciones y aplicaciones (trabajos terapéuticos y educativos más eficaces) que se puede utilizar y adaptar para formar de un parte programa formativo, especialmente en las facultades de psicología, pedagogía y neurología. - Se ha realizado una breve descripción de la conducta motora fina en diferentes culturas: Árabe, (que tiene el hábito de escribir en otra dirección que en Occidente) y Bielorrusa (para estos últimos, algunos resultados se dan con relación a los parámetros físicos y verbales) que se representa en la parte inicial de la tesis. - El estudio de las diferencias propioceptivas dependientes de la edad, basadas en la conducta motora fina, en 196 participantes 12 a 95 años de edad, que permitió constatar que la función polinómica era la mejor opción para la descripción de la evolución de la reproducción del tamaño (longitud de línea de trazos) en los movimientos frontales y transversales. - Se constató que la función de propiocepción la primera que empeora en la precisión con el aumento de la edad antes del empeoramiento de la función integradora realizada por las dos entradas sensoriales (propioceptiva y visual); - Se ponen de manifiesto las edades cruciales para los cambios propioceptivos dependientes de la edad; por la primera vez experimentalmente se justifican las fases de desarrollo y de la crisis de edad media en la base de propiocepción. - Se han analizado y discutido las diferencias de sexo y la interacción sexo por edad. - Las aplicaciones prácticas de los resultados derivados de la tesis y los intereses potenciales de la investigación futura en el área de la propiocepción y las diferencias individuales están representados en la parte final del manuscrito.
Кандидатская диссертация на тему «Возрастные и половые различия в проприоцепции на основе исследования тонкой моторики» даёт детальный анализ библиографического материала, собранного из первоисточников, написанных на различных языках (иногда неизвестных в научном международном сообществе, так как не были опубликованы на английском языке); а также научных исследований, выводов и результатов экспериментальных работ, выполненныхв Лаборатории Мира Лопес Барселонского Университета Барселоны на темы, связанные с индивидуальными различиями в проприоцепции на основе проявлений тонкой моторики. Основной целью данной работы является показать важность изучения проприоцептивного чувства в исследовании индивидуальных различий, так и в связи с исследованием здоровья человека и качества жизни. Большинство экспериментальных работ, представленных в диссертации, связаны с половыми и возрастными индивидуальными различиями в проявлении тонкой моторики; таким образом, результаты этих работ позволяют проанализировать и понять эти индивидуальные различия. В проприоцептивной части теста самостоятельная коррекция моторного акта на основе зрительного контроля невозможна. В связи с этим характеристика этих движений отражает индивидуальные качества каждого человека, формирующихся как на основе биологических (эндогенных факторов или специфических свойств нервной системы), так и на базе адаптивно усвоенного поведения (его собственного опыта, полученного в результате взаимодействия с окружающей средой). Экспериментальная работа проводилась с использованием новейшей проприоцептивной диагностики, которая является результатом многих лет работы в традициях миокинетической психодиагностики (MKP) Мира и Лопеса, Проприоцептивная Диагностика Темперамента и Характера или DP-TC в испанской аббревиатуре (Tous, Muiños, Tous, О.,Tous, R., 2012). DP-TC возник как результат применения новейших технологий (компьютеров и тактильных экранов), а также статистической проверки MKP, линеограмм и параллелей. Таким образом, с помощью специального программного обеспечения, мелкое графомоторное поведение (точность и скорость) может быть зарегистрировано, измерено и преобразовано в метрическую систему: с пикселей в миллиметры. Для изучения индивидуальных различий были использованы различные типы движения: фронтальный, трансверсальный и сагиттальной, обе руки и два сенсорных условия: проприоцептивно-визуальное (PV), с интегральной опорой на проприоцептивную и сенсорную афферентацию, и с опорой только на проприоцептивную афферентацию (P). Экспериментальные исследования были трансверсального типа и анализировали главным образом половые и возрастные индивидуальные различия. Также в диссертации приводится обзор данных других исследований, показывающих взаимосвязь показателей проприоцепции с эмоциями и познавательной сферой (памятью). Основные результаты этой работы: - анализ литературы по теме «Проприоцепция и индивидуальные различия, и ее значение для здоровья человека и качества жизни», который характеризуется теоретической новизной и большой практической значимостью (для более эффективных терапевтической и воспитательной работы), данный анализ литературы может быть с успехом использован при разработке образовательных программ, особенно для психологических, педагогических и неврологических факультетов; - краткое описание проявлений тонкой моторики в разных культурах: арабской (где практикуется письмо справа налево, в отличие от письма в западной культуре) и Беларуси (для последних некоторые результаты приведены вместе с корреляционным анализом взаимосвязи проприоцептивного метода с вербальными методиками и другими физическими параметрами) представлено в начальной части диссертации; - исследование возрастных различий в проприоцептивной функции на основе проявлений тонкой моторики, в котором приняли участие 196 испытуемых в возрасте от 12 до 95 лет, результаты которого показали, что полиномиальная функция наилучшим образом подходила для длины линий (трассировки длины линии) во фронтальных и трансверсальных движениях; - было показано, что проприоцептивная функция начинала ухудшаться первой с увеличением возраста по сравнению с интегративной функцией (проприоцептивно-визуальной); - критические точки (точки перегиба) возраста для возрастных изменений были показаны впервые экспериментально, что также в некоторой степени соответствует обозначенному возрасту кризиса середины жизни (около 40 лет) и другим фазам развития; - обсуждены и проанализированы половые и поло-возрастные различия тонкой моторики; - предоставлен корреляционный анализ зависимости точности тонкой моторики и скорости выполнения задания в двух сенсорных условиях теста; - практические применения результатов и перспективы дальнейших исследований в области проприоцепции и индивидуальных различий рассмотрены в заключительной части диссертации.

It is the objective of this paper to present the facts concerning the current status of Canadian women in science, to review the theories which have been put forth to explain gender disparities in science participation, to outline the findings of research in the area of gender and science, and to suggest ways in which science teachers could respond to these research findings.
79 p. ; 28 cm.

Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition, characteristics of test items themselves and/or opportunities to learn. Suggestions for future research are made.

Thesis (MBA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: Gender inequity in mathematics performance is a global phenomenon. In both the developed and the developing world, females perform more poorly in mathematics than males at senior secondary school level. In Namibia, the situation is no exception. Examination results for the past few years have shown that males outperform females in mathematics at senior secondary school level. This has resulted in more males taking mathematics as a major subject at tertiary level, with the consequence that they subsequently find better jobs than females. For the purpose of this study, a literature research was done to investigate the factors that might influence the mathematics performance of females and males. The search did not show any significant biological differences between males and females that could explain the differences in performance. Several other factors were, however, identified to playa role in how females perform in mathematics. The factors identified were: interest in mathematics, a person's self-concept, mathematics anxiety, attitude towards mathematics, gender stereotyping, and the roles of the family and teachers. These factors were tested in the Namibian situation by means of a questionnaire that was given to Grade 12 students who do mathematics and it was found that: 1. males and females' attitudes towards mathematics differ significantly. Males seem to have a much more positive attitude towards mathematics; 2. Females experience mathematics anxiety at a higher level than males; 3. Gender stereotyping influences the mathematics performance of females more negatively than males' performance; Family members' influence contributes significantly to the poorer performance of females; 5. Interest in mathematics seems to be higher in males than in females; 6. Teacher influence does not seem to play a significant role in the mathematics performance of males and females. (This is in contrast with the results of the literature review.); and 7. There is no difference in the self-concept of Namibian males and females. To help make mathematics more appealing to girls, the first step is to recognise the disparities. Each person in a girl's circle of family, teachers, community and friends can begin, even before she reaches primary school, to hold high expectations of her and praise her performance. Sophisticated technology is increasingly significant to our nation's economic, political and social health. Almost every element of society - in fields as diverse as music, sports and agriculture - is being touched by technology. To prepare them for.these jobs, we must present science, engineering and mathematics as non-intimidating subjects to every student, so that they will feel encouraged to gain the skills and knowledge necessary for technical careers. As we increasingly become part of the global economy, we must engage the intellectual potential of all our young people.
AFRIKAANSE OPSOMMING: Geslagsongelykheid in wiskunde prestasies is a globale verskynsel. Daar is bevind dat meisies swakker doen as seuns in wiskunde in die senior sekondere skoolfase in beide die ontwikkelende sowel as die ontwikkelde lande. Namibia is geen uitsondering nie. Eksamenuitslae van die afgelope paar jare het gewys dat seuns baie beter vaar as meisies in wiskunde, spesifiek in die senior sekondere skoolfase. Dit het tot gevolg gehad dat meer seuns wiskunde neem as hoofvak na skool en dat hulle gevolglik beter werksgeleenthede as meisies kry. Vir die doel van hierdie studie is 'n Literatuurstudie gedoen om uit te vind watter faktore beinvloed die wiskunde prestasies van studente. Die literatuurstudie het geen noemenswaardige biologiese verskille tussen seuns en meisies uitgewys wat moontlik die verskil in prestasies kan verklaar nie. Verskeie ander faktore is egter geidentifiseer wat beslis 'n rol speel in wiskunde prestasies van meisies. Die faktore wat geidentifiseer was, is: belangstelling in wiskunde, 'n persoon se selfbeeld, wiskunde angs, 'n persoon se houding teenoor wiskunde, geslags stereotipes, die rol van die familie en onderwysers. Bogenoemde faktore is getoets in die Namibiese situasie by wyse van 'n vraelys wat uitgegee is vir graad 12 leerlinge wat wiskunde doen. Die resultate wat verkry is, is as volg: 1. Daar is 'n groot verskil tussen seuns en meisies se houding teenoor wiskunde. Dit wil voorkom as seuns se houding meer positief is as die van meisies; 2. Meisies ondervind wiskunde angs in 'n groter mate as seuns; 3. Geslagstereotipes het 'n negatiewe invloed op die wiskunde prestasies van meisies; 4. Familielede se invloed speel 'n groot rol in die swakker prestasies van meisies; 5. Seuns stel meer belang in wiskunde as meisies; 6. Dit blyk asof die invloed van onderwysers nie 'n noemenswaardige rol speel in die wiskunde prestasies van studente nie; Dit is teenstrydig met die bevindinge in die literatuurstudie. 7. Daar is geen verskil in die selfbeeld van meisies en seuns nie. Die eerste stap om wiskunde meer aantreklik vir meisies te maak, is om die dispariteit tussen seuns en meisies te erken. Elke persoon wat op enige manier met meisies in aanraking kom, hetsy familie, onderwysers, gemeenskap of vriende kan, selfs voorskool al, begin om hoë verwagtinge van hulle te koester en hulle te prys vir goeie prestasies. Gesofistikeerde tegnologie raak al hoe meer belangrik vir ons nasie se ekonomiese, politiese en sosiale welslae. Bykans elke sektor in ons gemeenskap, so divers soos musiek, sport en landbou, word geraak deur tegnologie. Die wetenskappe, ingenieurswese en wiskunde moet dus, sonder intimidasie, aan elke student aangebied word, om hulle sodoende aan te moedig om die nodige vaardighede te ontwikkel vir tegnies beroepe. Ons moet al ons jongmense se intellektuele potensiaal ten volle benut om in lyn te kom met die wereld ekonomie.

Bibliography: pages 75-82.
This dissertation is concerned with teachers' beliefs regarding boys, girls and mathematics. The present study is a partial replication of a study conducted by Fennema et al (1990) and the results are compared. The present study extended the work of Fennema et al (1990) through an exploration of the structure of the data. Forty female teachers in the Western Cape region were interviewed. They were asked to identify their two most and least successful boys and girls in mathematics and to attribute causation for success and failure. They _were also asked to respond to 20 characteristics on a "Likert type" response format. The results generated from the present study concluded that teachers believed their female students to be their more successful mathematics students. They attributed the most successful girls' achievement mainly to effort whereas with the most successful boys, achievement was attributed to ability and effort. Both the most successful boys and girls failures on mathematics tasks were attributed to the difficulty of the task. Achievement of the least successful girls was attributed mainly to teacher's help and for the boys it was attributed to teacher's help and task. For both these groups, ability and to a lesser extent, effort, are given as the main reasons for failure on mathematics tasks. Very little difference was found between teachers' responses regarding the characteristics of their best boy and best girl mathematics students. When exploratory factor-analysis was performed a difference was found in the factor-solutions for the boys and the girls. This study suggests that there might be a difference in teachers' beliefs regarding boys and girls achievement in mathematics that is worthy of further exploration.

The purpose of this study was to further explore single case data related to the construct of math anxiety, as it applies to women. A triple mode analysis was used to identify critical variables and to establish patterns of synchrony, desynchrony and partial synchrony. A total of six women participated in two math tasks. While performing these two tasks, high threat and low threat, heart rate, self-reported anxiety and motoric performance were monitored. Data were collected before and after each specific task. Data were also collected at pre-selected points during the task performance. This continuous time series and interval data were utilized to provide clarification of the math anxiety construct, as it applies to women.Using visual inspection, there was not enough variance in the physical and motoric data to warrant a deferential determination of synchrony or desynchrony. The subjects responded differently than hypothesized. The heart rate measure varied only slightly over task and time. Self-reported anxiety, SUDS and STAI, was above average. The WAIS digit symbol results were sometimes opposite the hypotheses. Cognition, self-report and the standardized measure of state anxiety emerged as the dominant factors in assigning the construct of math anxiety. These are consistent with the findings of Hackett and Betz (1989) whose research theorized the existence of a model for math self-efficacy.
Department of Counseling Psychology and Guidance Services

This investigation compared achievement of boys and girls in second grade who were seven years old in June, July, and August of 1983 to the boys and girls in second grade who were eight years old in September, October, and November of 1983. The students were tested using the Iowa Test of Basic Skills using the following areas: reading, total math, and composite scores. The study also looked at the correlation of sex and age of students who had been retained in first grade. A comparison of teacher grades to standardized test scores and ability grouping was also presented. One way analysis of variance was applied to the test results. A chi square test of independence was conducted on students retained in the first grade to determine if interaction between sex and age was indicated. Older children scored higher in all three areas measured, while girls scored higher in reading. This may seem contradictory, but is not. Age was significant beyond the .05 level, while sex was significant beyond the .001 level. This difference is explained by the extremes in means for younger boys and older girls. Since first grade curriculum emphasizes reading, this gave girls a definite advantage over boys. Boys, however, scored significantly higher in math. The results indicate a need for restructuring curriculum to meet the needs of boys and girls. Younger boys in second grade scored the lowest in all areas tested, except math. These scores would have been even more significant if the boys who were not promoted to second grade could have been included in the second grade testing. These findings indicate that total developmental age is the most important factor when considering admission for school. A closer look should be taken at the requirements for school entrance. The factors that must be considered are chronological age, mental age, physical maturity, emotional and social maturity, behavior age, and sex.

The purpose of the study was to examine the effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children. Gender differences in mathematical achievement and attitudes were also explored.Ten traditional mathematics lessons were adapted by the researcher from the adopted mathematic program for the school system, Heath Mathematics, Connections, (Mangre, et al., 1992). Ten developmental mathematics lessons were created by the researcher following the guidelines of the NCTM Standards (1989) promoting the notion of a developmentally appropriate curriculum. The research designed both the Attitudinal Scale and Cognitive Abilities Test which were given both before and after the instructional treatment.The school corporation chosen as the site for the research was located in an urban area consisting of two small cities and the surrounding rural areas. The community consisted of people with diverse socioeconomic status and cultural backgrounds. The sample for the study consisted of 62 kindergarten students enrolled in four half-day classes in one elementary school. Complete data were available for 50 students. Four hypotheses were formulated and tested at the .05 level of significance.ResultsThe four hypotheses were analyzed using a 2 (method) x 2 (gender) MANOVA on the gain scores for both achievement and attitude taken together. Gain scores were obtained by subtracting the pretest score from the posttest score for both achievement and attitude.The findings of the study were:1. There was no significant difference between the whole number computational abilities of kindergarten children receiving developmental instruction and kindergarten children receiving traditional instruction.2. There was no significant difference between the whole number computational abilities of kindergarten boys and kindergarten girls receiving developmental and traditional instruction.3. There was no significant difference in the mathematical attitudes of kindergarten children receiving developmental instruction and kindergarten children receiving traditional instruction.4. There was no significant difference in the mathematical attitudes of kindergarten boys and kindergarten girls receiving developmental and traditional instruction.
Department of Elementary Education

The current study set out to determine the relationship between student gradelevel, implicit views of science ability, science achievement and science interest.Differences by grade level were also explored. The study also considered the differences in male and female implicit theories of science ability, science interest, and science achievement. Participants in the current study consisted of a total of 1910 students from six elementary schools from one south-central Kentucky district that participate in Project GEMS (Gifted Education in Math and Science). Data were analyzed by means of analysis of variance and Pearson correlations. Younger students evidenced lower scores on the implicit theories measure. No gender differences were observed in implicit theories of science ability or science interest. Females did evidence lower achievement in science than males. Implicit theories of science ability were significantly and positively correlated with science achievement. Conversely, no such relationship existed between implicit theories of science ability and interest. Limitations of the current study are discussed and possible future directions are offered. Findings from the current study underscore the importance of considering domain-specific views of ability when addressing poor science performance and when considering gender gaps in science achievement.

The purposes of this study were (1) to determine the scores on the quantitative portion of the SAT for 110 students and these students' math teachers' ratings on the TTAS, (2) to determine the nature of the relationship of the students' SAT scores to their teachers' TTAS ratings, and (3) to determine the nature of the relationship of the students' SAT scores to their sex. It was hypothesized that (1) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the effectiveness of the student's math teacher as measured by the TTAS, and (2) there would be no significant relationship between a student's math score as measured by the quantitative portion of the SAT and the student's sex. The 110 subjects (60 males and 50 females) In this study took the quantitative portion of the SAT during the 1986-87 school year. This sample was drawn from a large suburban high school in the North Texas area. The effectiveness of the math teachers who taught the 110 students was measured by the Texas Teachers Appraisal System (TTAS). The statistical analyses indicated that (1) there was no significant relationship between a higher SAT score and a math teacher's higher TTAS rating and (2) there was no significant relationship between male and female SAT scores. Recommendations for future research include: (1) does the TTAS actually measure teacher effectiveness, (2) do appraisers in Texas follow state mandated training procedures, (3) does the quantitative portion of the SAT contain sexually biased items, (4) does the SAT actually predict student ability, (5) do teachers respond in like manner to male and female students, (6) does the high school curriculum tend to favor one sex more than the other.

One purpose of this study was to determine whether any differences in immediate achievement or retention existed between students using manipulatives and students not using manipulatives. Also addressed in this study is whether or not the use of manipulatives is more beneficial for girls than boys and whether the use of manipulatives is more beneficial for low-ability students than for high-ability students. Students selected for this study were from a large suburban school district in Texas. The students were from eight intact classes, four of which were designated as the experimental group and the other four as the control group. The sample consisted of one hundred eighty-seven students. All students were tested with a test developed by the researcher. This same test was administered as a pretest, posttest, and retention test. The following supplemental data were also gathered on the students: mathematics scores from the California Test of Basic Skills and scores from the mathematics section of the Texas Educational Assessment of Minimum Skills test. Analysis of the data revealed no statistical difference in the mean scores of students instructed with or without manipulatives when the test was administered immediately after instruction. Nor was there any statistical difference in the mean scores when the test was administered two months after instruction. There was no statistical difference in the mean gain scores from the pretest to the posttest between boys and girls or between high- and low-achieving students. Nor was there any statistical difference between the mean gain scores from the pretest to the retention test between boys and girls or between high- and low-achieving students. It is recommended that further studies be conducted to investigate achievement and retention of students using manipulatives at the secondary level. It is also recommended that variables other than achievement be studied to determine the effects of manipulatives on secondary students.

Law, Helen.
"August 2010."
Thesis (M.Phil.)--Chinese University of Hong Kong, 2010.
Includes bibliographical references (leaves 78-84).
Abstracts in English and Chinese.
ABSTRACT --- p.i
ACKNOWLEDGEMENTS --- p.v
LIST OF TABLES AND FIGURES --- p.viii
Chapter CHAPTER ONE --- INTRODUCTION --- p.1
Chapter 1.1 --- Background of Study --- p.1
Chapter 1.2 --- Research Problems and Objectives --- p.3
Chapter 1.3 --- Layout of Thesis --- p.5
Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.6
Chapter 2.1 --- Explaining the Gender Gap in Math Achievement: A Brief Overview of Previous Studies --- p.6
Chapter 2.2 --- Gender Stratification Hypothesis --- p.9
Chapter 2.3 --- Role of Parents --- p.11
Chapter 2.4 --- Role of Single-Sex Schooling --- p.12
Chapter 2.5 --- Focus of this Study --- p.16
Chapter CHAPTER THREE --- ROLE OF FAMILY BACKGROUND AND SINGLE-SEX SCHOOLING IN THE GENDER GAP IN MATH TEST SCORES IN SIXTEEN COUNTRIES --- p.18
Chapter 3.1 --- Hypotheses --- p.18
Chapter 3.2 --- Data and Method --- p.19
Chapter 3.3 --- Results --- p.23
Chapter 3.4 --- Discussion --- p.40
Chapter CHAPTER FOUR --- THE GENDER GAP IN MATH TEST SCORES IN ALL COUNTRIES PARTICIPATING IN PISA 2006 --- p.50
Chapter 4.1 --- Data and Method --- p.51
Chapter 4.2 --- Results --- p.57
Chapter 4.3 --- Discussion --- p.63
Chapter CHAPTER FIVE --- CONCLUSION --- p.67
Chapter 5.1 --- Summary of Findings --- p.67
Chapter 5.2 --- Theoretical Implications --- p.69
Chapter 5.3 --- Empirical Implications --- p.70
Chapter 5.4 --- Limitations and Suggestions for Future Research --- p.71
APPENDIX A: Description of dependent variables and student-level independent variables --- p.75
APPENDIX B: Description of school-level independent variables --- p.76
REFERENCES --- p.78

A confirmatory approach based on a multidimensional model (Douglas, Roussos, & Stout, 1996; Shealy & Stout, 1993; Stout & Roussos, 1995) was used to identify sources of differential item functioning (DIF) and differential bundle functioning (DBF) for boys and girls on the British Columbia Principles of Mathematics Exam for grade 12 (PME12). Data consisted of a total of 9404 examinees; 4335 girls and 5069 boys. There were 45 multiple choice items in the exam. Analyses were completed in two stages. In stage 1, patterns present in the gender DIF research in mathematics were identified. Stage 2 was the statistical confirmation of these patterns. Sources of gender DIF were confirmed for the content areas: polynomial, quadratic relations, logarithms and exponents. Items tapping higher cognitive levels dealing with patterns and relation, word problems, and items containing visuals were also confirmed as a source of DIF. Exploratory analyses indicated that computation items for which no equations are provided may be a source of DIF along with trigonometry items. This study contributes to an increased understanding of sources of gender DIF that may assist test developers to ensure that mathematics items measure the construct that they are intended to measure and that the test as a whole measures that which it purports to measure. The findings of this research provide an additional source of information about the differential performance of boys and girls that may be used to develop guidelines and test construction principles for reducing gender DIF in mathematics. This research also contributes to a greater understanding of gender differences in mathematics learning and achievement.

這項研究的目的旨在探討香港15歲學生在科學素養上的性別差異及這些差異如何影響男女生在選擇以科學作為升學及職業的動機。
本研究的數據取自2006年在本港舉行的香港學生能力國際評估計劃(Programme for International Student Assessment)。該計劃的4645學生樣本取自146所學校，包括：官立、資助及私立學校，以兩階段分層隨機抽樣的方法選取。
學生能力國際評估計劃如其他大型國際評估一樣，其評估框架採用多維試題架構。本研究採用配合該試題架構及樣本結構的多維試題功能（MDIF）及多層中介變項（MLM）兩個研究方法，去了解15歲男女學生在科學素養(認知和情感)上的性別差異及這些差異如何影響男女生在選擇以科學作為升學及職業的動機。比較常用的均差t-檢定，MDIF具備提高各次級量尺的精確度特質，因而可以更有效和準確地計算出男女學生在科學素養上的性別差異。MLM則以Eccles (1983) 的成功期望價值理論為學理基礎去分析和了解這些性別差異如何影響男女生在選取與科學相關的升學途徑和擇業的動機。
要完成MLM的研究，我們必須先使用單組驗證性因子分析(Single-Group CFA)驗證經濟合作與發展組織(OECD)所建構的六項情意因素，包括：「科學上的自我概念」、「科學的個人價值」、「科學的興趣」、「對科學的喜好」、「學習科學的工具性動機」和「將來工作而學習科學的動機」，以便了解使用這些源自西方社會的情意因素在本土研究的可行性及效度。接着使用本土數據去調整這六項情意因素結構。最後利用多組驗證性因子分析(Multiple-Group CFA)去確定這些因素結構對男女生是否都適用(即測量等同檢驗Measurement Invariance Test)。
由單組驗證性因子分析結果得知，六項情意因素，除了要對「科學的興趣」因素作較大幅度的修改外，其他五項因素都具有良好的心理測量特性。而多組驗證性因子分析的結果亦顯示，六項情意因素都能通過測量等同檢驗，亦即這六項因素結構對男女生都適用。
研究結果顯示除了「鑑定形成科學議題」能力外，本港15歲的男生在「解釋科學現象」及「科學證」等科學認知層面上優於女生。在科學情意發展上，男生比女生亦有更好的發展，其效應值(effect size)更高於認知層面。
MLM的研究結果與Eccles的成功期望價值理論預測結果吻合，也就是說，男女生在面向未來升學選科和擇業動機上呈現明顯的性別差異，而這些差異主要是透過情意因素(中介變項)間接影響男女生的選擇意向。就這些因素而言，女生在選取科學作為未來升學途徑和職業動機明顯地較男生為弱。
整體而言，驗證性因子分析結果和MLM的研究結果支持源自西方社會的Eccles成功期望價值理論具備跨文化效度，在香港華人社會的研究結果與西方結果基本吻合。
最後，本文作者將根據本研究的結果，向科學教育的工作者、教師、父母、課程發展人員、政策的制定者和考核機構提供一些可行的建議，希望藉此改善香港男女生在科學生涯規劃上的性別差異。
The aim of this study is to investigate the effect of gender differences of 15-year-old students on scientific literacy and their impacts on students' motivation to pursue science education and careers (Future-oriented Science Motivation) in Hong Kong.
The data for this study was collected from the Program for International Student Assessment in Hong Kong (HKPISA). It was carried out in 2006. A total of 4,645 students were randomly selected from 146 secondary schools including government, aided and private schools by two-stage stratified sampling method for the assessment.
HKPISA 2006, like most of other large-scale international assessments, presents its assessment frameworks in multidimensional subscales. To fulfill the requirements of this multidimensional assessment framework, this study deployed new approaches to model and investigate gender differences in cognitive and affective latent traits of scientific literacy by using multidimensional differential item functioning (MDIF) and multilevel mediation (MLM). Compared with mean score difference t-test, MDIF improves the precision of each subscales measure at item level and the gender differences in science performance can be accurately estimated. In the light of Eccles et al (1983) Expectancy-value Model of Achievement-related Choices (Eccles' Model), MLM examines the pattern of gender effects on Future-oriented Science Motivation mediated through cognitive and affective factors.
As for MLM investigation, Single-Group Confirmatory Factor Analysis (Single-Group CFA) was used to confirm the applicability and validity of six affective factors which was, originally prepared by OECD. These six factors are Science Self-concept, Personal Value of Science, Interest in Science Learning, Enjoyment of Science Learning, Instrumental Motivation to Learn Science and Future-oriented Science Motivation. Then, Multiple Group CFA was used to verify measurement invariance of these factors across gender groups.
The results of Single-Group CFA confirmed that five out of the six affective factors except Interest in Science Learning had strong psychometric properties in the context of Hong Kong. Multiple-group CFA results also confirmed measurement invariance of these factors across gender groups.
The findings of this study suggest that 15-year-old school boys consistently outperformed girls in most of the cognitive dimensions except identifying scientific issues. Similarly, boys have higher affective learning outcomes than girls. The effect sizes of gender differences in affective learning outcomes are relatively larger than that of cognitive one.
The MLM study reveals that gender effects on Future-oriented Science Motivation mediate through affective factors including Science Self-concept, Enjoyment of Science Learning, Interest in Science Learning, Instrumental Motivation to Learn Science and Personal Value of Science. Girls are significantly affected by the negative impacts of these mediating factors and thus Future-oriented Science Motivation. The MLM results were consistent with the predications by Eccles' Model.
Overall, the CFA and MLM results provide strong support for cross-cultural validity of Eccles’ Model. In light of our findings, recommendations to reduce the gender differences in science achievement and Future-oriented Science Motivation are made for science education participants, teachers, parents, curriculum leaders, examination bodies and policy makers.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Wong, Kwan Yin.
Thesis (Ed.D.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 158-182).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese.
ABSTRACT --- p.i
ACKNOWLEDGEMENTS --- p.v
TABLE OF CONTENTS --- p.vi
LIST OF TABLES --- p.xi
LIST OF FIGURES --- p.xiii
ABBREVIATIONS --- p.xiv
Chapter CHAPTER ONE --- INTRODUCTION
Chapter 1.1 --- Background of the study --- p.1
Chapter 1.1.1 --- Gender-equity in global content of education --- p.2
Chapter 1.1.2 --- Gender differences in science performance and affective learning --- p.8
Chapter 1.1.3 --- Gender differences in variability of science performance --- p.11
Chapter 1.1.4 --- PISA background --- p.13
Chapter 1.2 --- Weaknesses of previous gender studies --- p.13
Chapter 1.2.1 --- Weaknesses of measurement models based on total score --- p.13
Chapter 1.2.2 --- Weaknesses of unidimensional measurement models --- p.14
Chapter 1.2.3 --- Strength of multidimensional IRT models --- p.14
Chapter 1.2.4 --- Strength of multilevel models --- p.14
Chapter 1.3 --- Research questions --- p.16
Chapter 1.4 --- Significance of the study --- p.17
Chapter 1.4.1 --- For gender-equity educational policies in Hong Kong --- p.17
Chapter 1.4.2 --- For local economic growth --- p.18
Chapter 1.4.3 --- For gender-inclusive science curriculums, assessments & teachers' training --- p.19
Chapter 1.4.4 --- For academic discourse in gender-equity --- p.20
Chapter 1.5 --- Structure of the thesis --- p.20
Chapter 1.6 --- Summary --- p.21
Chapter CHAPTER TWO --- LITERATURE REVIEW
Chapter 2.1 --- Defining scientific literacy by historical review --- p.22
Chapter 2.1.1 --- Cognitive domain of scientific literacy --- p.22
Chapter 2.1.2 --- Affective domain of scientific literacy --- p.30
Chapter 2.1.2.1 --- Taxonomy of affective domain elements in science education --- p.30
Chapter 2.1.2.2 --- Science self-concept --- p.31
Chapter 2.1.2.3 --- Motivation in science learning --- p.31
Chapter 2.2 --- Gender differences in scientific literacy --- p.33
Chapter 2.2.1 --- Defining gender: the nature versus nurture debate --- p.33
Chapter 2.2.2 --- Gender differences in cognitive learning outcomes --- p.33
Chapter 2.2.3 --- Gender differences in affective learning outcomes --- p.38
Chapter 2.2.4 --- Gender differences in science educational and occupational choices --- p.40
Chapter 2.3 --- Factors attributing gender differences --- p.44
Chapter 2.3.1 --- Biological contributions --- p.44
Chapter 2.3.1.1 --- Evolutionary psychology perspectives --- p.44
Chapter 2.3.1.2 --- Brain structural perspectives --- p.45
Chapter 2.3.1.3 --- Brain functional perspectives --- p.45
Chapter 2.3.1.4 --- Hormonal perspectives --- p.46
Chapter 2.3.2 --- Sociocultural contributions --- p.46
Chapter 2.3.2.1 --- Gender-role --- p.47
Chapter 2.3.2.2 --- Schooling and family conditions --- p.47
Chapter 2.3.3 --- Item characteristics attributing to gender differences --- p.49
Chapter 2.3.3.1 --- Scientific content --- p.49
Chapter 2.3.3.2 --- Item format --- p.49
Chapter 2.3.4 --- Expectancy-value model of achievement-related choices in science --- p.50
Chapter 2.3.4.1 --- Self-concept of ability as mediator of gendered choices --- p.51
Chapter 2.3.4.2 --- Subjective task values as mediators of gendered choices --- p.52
Chapter 2.4 --- Local research on gender differences in scientific literacy . --- p.52
Chapter 2.4.1 --- Gender differences in science performance --- p.52
Chapter 2.4.2 --- Gender differences in affective domain --- p.56
Chapter 2.5 --- Summary --- p.57
Chapter CHAPTER THREE --- RESEARCH DESIGN AND METHODS
Chapter 3.1 --- PISA 2006 database --- p.58
Chapter 3.2 --- Conceptual framework of present study --- p.60
Chapter 3.3 --- Conceptualization and operationalization of scientific literacy --- p.62
Chapter 3.3.1 --- Cognitive domain --- p.61
Chapter 3.3.2 --- Affective domain --- p.63
Chapter 3.3.2.1 --- Science Self-concept --- p.65
Chapter 3.3.2.2 --- Personal Value of Science --- p.67
Chapter 3.3.2.3 --- Interest and Enjoyment of Science Learning --- p.68
Chapter 3.3.2.4 --- Motivation to Learn Science --- p.72
Chapter 3.4 --- Conceptualization and operationalization of Parental SES --- p.74
Chapter 3.5 --- Multidimensional Differential Item Functioning (MDIF) --- p.75
Chapter 3.5.1 --- The item response (IRT) model --- p.75
Chapter 3.5.1.1 --- DIF model for gender differences studies --- p.77
Chapter 3.5.1.2 --- Effect size by DIF --- p.79
Chapter 3.5.1.3 --- Item fit statistics --- p.79
Chapter 3.6 --- Model testing in SEM . --- p.80
Chapter 3.7 --- Summary --- p.80
Chapter CHAPTER FOUR --- GENDER DIFFERENCES IN STUDENTS’ COGNITIVE & AFFECTIVE LEARNING OUTCOMES
Chapter 4.1 --- Gender differences in students' cognitive outcomes --- p.81
Chapter 4.1.1 --- Gender differences in science performance dimensions --- p.81
Chapter 4.1.1.1 --- Gender differences in science performance dimensions measured by MSD --- p.82
Chapter 4.1.1.2 --- Gender differences in science performance dimensions measured by MDIF --- p.84
Chapter 4.1.2 --- Gender differences in content domains --- p.86
Chapter 4.1.2.1 --- Gender differences in content domains measured by MSD --- p.86
Chapter 4.1.2.2 --- Gender differences in content domains measured by MDIF --- p.87
Chapter 4.1.3 --- Gender differences in item formats --- p.89
Chapter 4.1.4 --- Gender variability in science performance --- p.90
Chapter 4.1.4.1 --- Gender variability measured by variance ratio (B/G) --- p.90
Chapter 4.1.4.2 --- Gender variability measured by number of students against each ability estimate --- p.92
Chapter 4.2 --- Gender differences in students' affective learning outcomes measured by MSD --- p.95
Chapter 4.3 --- Gender differences in science achievement related choices measured by MSD . --- p.98
Chapter 4.4 --- Gender differences in students' affective learning outcomes measured by DIF --- p.99
Chapter 4.5 --- Gender differences in science achievement related choices measured by DIF --- p.100
Chapter 4.6 --- Summary --- p.101
Chapter CHAPTER FIVE --- THE FINDINGS BY EXPECTANCY-VALUE MODEL OF ACHIEVEMENT-RELATED CHOICES
Chapter 5.1 --- Pearson correlations between affective factors and gender --- p.104
Chapter 5.2 --- Gender differences by revised Expectancy-value Model --- p.106
Chapter 5.2.1 --- Grouping homogeneity --- p.106
Chapter 5.2.2 --- Mediation effect of Science Performance --- p.106
Chapter 5.2.3 --- Mediation effect of Science Self-concept --- p.109
Chapter 5.2.4 --- Mediation effect of Interest in Science Learning --- p.112
Chapter 5.2.5 --- Mediation effect of Enjoyment of Science Learning --- p.113
Chapter 5.2.6 --- Mediation effect of Interest and Enjoyment of Science Learning --- p.116
Chapter 5.2.7 --- Mediation effect of Attainment Value --- p.117
Chapter 5.2.8 --- Mediation effect of Utility Value --- p.119
Chapter 5.2.9 --- Mediation through Attainment Value and Utility Value --- p.121
Chapter 5.2.10 --- Full models of gender effects on Future-oriented Science Motivation --- p.122
Chapter 5.3 --- Summary --- p.126
Chapter CHAPTER SIX --- CONCLUSIONS AND IMPLICATIONS
Chapter 6.1 --- Database and data analysis --- p.129
Chapter 6.2 --- Major findings --- p.130
Chapter 6.2.1 --- Multidimensional DIF model --- p.130
Chapter 6.2.2 --- Multilevel Mediation using Expectancy-Value Model --- p.134
Chapter 6.3 --- Revisiting conceptual model --- p.137
Chapter 6.4 --- Implications for policy and practice --- p.139
Chapter 6.4.1 --- Implications for policy makers --- p.139
Chapter 6.4.2 --- Implications for school administrators, teachers and textbook authors --- p.140
Chapter 6.4.3 --- Implications for parents and students --- p.140
Chapter 6.5 --- Limitations and recommendations for future research --- p.143
Chapter 6.5.1 --- Limitations of the study --- p.143
Chapter 6.5.2 --- Recommendations for future research --- p.144
Chapter Appendix A --- Handling missing values --- p.146
Chapter Appendix B --- Booklet effects --- p.149
Chapter Appendix C --- Wright map for science performance dimensions --- p.151
Chapter Appendix D --- Gender differences in scientific performance measured by MDIF --- p.152
References --- p.158

A thesis submitted in fulfilment of the requirements for the degree of DOCTOR OF PIIILOSOPHY in the SCHOOL OF SCiENCE EDUCATION (MATHEMATICS) UNIVERSITY OF THE WITWATERSRAND
Cognitive gender differences in mathematics, which were noted in past research have latterly been found to be declining. but are still observed at secondary school level in the field of spatial skills and geometry. However, due to divergent geometry curricula and the multidimensional nature of spatial skills, results from gender studies have led to broad conclusions being drawn from investigations which were affected by random elements. Research results have been influenced by imbalanced representation of the two gender groups in samples and also by differential gender exposure to previous mathematical experience. Both these limitations in research have produced outcomes reflecting negatively On females. Internationally divergent geometry curricula are a result of the traditional synthetic approach to the teaching of Euclidean geometry falling Into disfavour in western countries. Thus, Euclidean geometry has been largely overlooked in current educational research and the cognitive processes such as deductive reasoning, proof writing and hypothesis testing, have received scant attention within geometry teaching over the past decade. The standardized system in most South African secondary schools coupled with a uniform core curriculum for mathematics lends itself to an advantageous environment for empirical studies in mathematics performance. The present gender investigation involved almost an equal number of males and females from 5' selected secondary schools near Johannesburg in South Africa. Performance in Euclidean geometry was evaluated for possible gender differences by means of multiple choice and open ended questions. In keeping with most existing research, mean differences were compared. No statistically significant gender difference in mean performance on Euclidean geometry was found. Further analysis at item level was undertaken for the multiple choice component of the test instrument by means of the one dimensional three parameter logistic model in Item Response Theory, This model, is considered to be very sensitive in identifying differences at different ability levels -a shortcoming in existing research. Four out of a total of twenty Euclidean geometry items, were identified as producing differential gender performance. Similar gender tendencies were observed for all four items. The performance was in favour of most males for each of these items. Females of lower ability (as measured by the item) did not perform as well as males of similar ability level. In all four Cases females of higher ability surpassed males of a corresponding ability level. Perceptual difficulties in females were more pronounced than in males for some of the items.
AC 2018

Mak, Hok Kiu Edward.
Thesis (Ed.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 262-276).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.