Gender Differences in Gifted Children

Freeman, Joan; Garces-Bacsal, Rhoda Myra

doi:10.4324/9781003238928-3

Cited by 6 publications

(7 citation statements)

References 32 publications

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“…A preliminary analysis of data has shown that SA scores for all tests vary as a function of sex (See Table S1 in SOM). This is consistent with previous research (see, for example, (Likhanov et al, 2018; Toivainen et al, 2018; Tosto et al, 2014) and verbal ability (Freeman & Garces‐Basca, 2015; Stoet & Geary, 2013). Therefore, for further analysis sex differences were regressed out (i.e.…”

Section: Methodssupporting

confidence: 93%

This is the way: Network perspective on targets for spatial ability development programmes

Likhanov

Maslennikova

Costantini

et al. 2022

Brit J of Edu Psychol

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Background: Spatial ability (SA) was shown to be important for success in different fields, including STEM. Recent research suggested that SA is a unitary construct, rather than a set of related skills. However, it is not clear how individual differences in different facets of SA emerge, and how they relate to variance in general cognitive ability. Aims: The aim of the present study was threefold: 1) to examine the structure of SA testing nine theoretical models; 2) to explore the relation between 16 different facets of SA with general cognitive ability; and 3) to identify central facet(s) within the network of SA -with most links and/or strongest links to other facets. Sample: The study participants were 958 university students from Russia. Methods: The study used a comprehensive battery of 16 SA tests and a verbal ability measure. Results: Results supported previous research, suggesting moderate overlap between all SA facets. Factor analysis suggested several potential structures, with similar fit indices for five different theoretically driven models, including split into small-and large scale; partially independent manipulation, visualization and navigation facets. Confirmatory factor analysis, mediation and network analyses showed spatialThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Section: Methodssupporting

confidence: 93%

This is the way: Network perspective on targets for spatial ability development programmes

Likhanov

Maslennikova

Costantini

et al. 2022

Brit J of Edu Psychol

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“…This would potentially demonstrate a positive effect of higher spatial ability on acquisition of Chinese spatially-complex writing system. Our data showed that girls outperformed boys in all languages, replicating a well-established female language advantage 79 – 81 . Contrary to our expectations, girls’ advantage was even greater in Chinese language compared to other languages, suggesting absence of positive effect of higher spatial ability on Chinese language acquisition.…”

Section: Discussionsupporting

confidence: 75%

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

Likhanov

Bogdanova

Alenina

et al. 2023

Sci Rep

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Spatial ability (SA) was shown to be a robust predictor of success in various educational contexts, including STEM. Thus, ways to improve SA are of interest to educational psychology. There is some evidence that SA might be improved via learning character-based language, e.g. Chinese as a second language (CSL), however, the existing research is quite limited. The study aims to investigate an effect of CSL learning on SA in schoolchildren from Year 2 to Year 7. Current study employs a sample of Russian schoolchildren (N = 283), who learnt: English only, English and Spanish; or English and Chinese. Participants completed Raven’s progressive matrices and Mental rotation task at the age of 8 and again at the age of 14. Our data showed negligible group differences in the initial SA level at Year 2 (before learning second language). Similar negligible differences were found at Year 7. Regression analysis showed that SA was predicted by intelligence (Raven’s) and gender but not language learnt at both ages. This pattern of results indicates that learning a Chinese as a second language is unlikely to affect SA. Further research is needed to investigate whether other factors, such as length, intensity and context of learning, moderate this link.

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“…Additionally, students who initially experience success and later experience challenges may look to explanations such as biological (i.e., gender) limitations to explain their newfound struggle (Good, 2012). Furthermore, regardless of the increasing amount of high-ability female representation in traditionally male-dominated fields, issues such as stereotype threat still ultimately prevent many high-ability females from entering STEM fields (Kerr & Wright, 2016) as subjects such as science are socially constructed (Freeman & Garces-Bascal, 2021). Regardless of their achievement, high-ability females regard themselves as of greater ability in language arts and humanities in contrast to their male peers who regard themselves of greater ability in math and science (Rudasill & Callahan, 2010).…”

Section: High-ability Studentsmentioning

confidence: 99%

Do Great Minds Think Alike? High-Ability Male and Female Students’ Perceptions of Mathematics

Calabrese,

Sanders,

Edmunds

et al. 2024

Journal for the Education of the Gifted

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Many researchers have debated potential differences between male and female students’ mathematical performance. One important factor that can impact performance is perception of the content. The purpose of the study is to investigate factors that impact high-ability male and female students’ perspectives of mathematics. Participants ( n = 12; n f = 5, n m = 7) attended a 10-day residential summer camp during which the researchers conducted individual, semistructured interviews with each participant. Using a thematic analysis, the researchers examined the interview transcripts for themes by gender. Six common themes emerged between male and female students: perseverance, performance, self-efficacy, enjoyment of content, social component, and life relevance. Female students reported that adult influence was also a factor. Further examination showed that female students are more likely to report enjoyment of content as a factor, whereas males are more likely to report perseverance and performance.

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Gender Differences in Gifted Children

Cited by 6 publications

References 32 publications

This is the way: Network perspective on targets for spatial ability development programmes

This is the way: Network perspective on targets for spatial ability development programmes

No evidence of a positive effect of learning Chinese language as an L2 on spatial ability

Do Great Minds Think Alike? High-Ability Male and Female Students’ Perceptions of Mathematics

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