Gender differences under test pressure and their impact on academic performance: A quasi-experimental design

Montolio, Daniel; Taberner, Pere A.

doi:10.1016/j.jebo.2021.09.021

Cited by 33 publications

(22 citation statements)

References 39 publications

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“…TA seems to maintain similar levels as before the pandemic [46], which supports the results of other research such as Xie et al [47] or that of Montolio and Taberner [17]. The latter found that men had lower perceived TA than women; this appears to dovetail with our results, where women have a slightly higher perceived TA, although the slight variation is statistically insignificant.…”

Section: Discussionsupporting

confidence: 92%

“…It is still early to understand the true dimension of the negative effects that the coronavirus pandemic leaves behind [14], but it is timely to ascertain whether this grave, unforeseen and prolonged situation can significantly affect the (EI) of university students, in particular when managing test anxiety (TA), given that final academic evaluation of learning outcomes is notoriously the moment of greatest stress and psychological vulnerability of the alumnus [15][16][17]. If a reduction in EI has a direct impact on the perceived TA and AP, then those who have suffered the pandemic emotionally will confront diminished academic returns as well [18].…”

Section: Introductionmentioning

confidence: 99%

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Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24

et al. 2022

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The outbreak of the global pandemic derived from COVID-19 in early 2020 has represented a huge loss of social contact for most young people. The extent of these effects is still unknown, so it is necessary to ask what the effect of this new, unforeseen, and prolonged situation on the management of emotional intelligence in university students is. This study aims to compare the academic performance, test anxiety (before and during the online exams), and emotional intelligence of 91 students in a university Master’s degree program after the outbreak of the COVID-19 pandemic. The emotional intelligence was measured by the TMMS-24, the academic performance was compiled in common subjects, and test anxiety was measured by self-assessment just after finishing each online exam. The comparisons between the variables were made through means difference contrasts using Mann–Whitney U, Kruskal–Wallis, and One-way ANOVA and Spearman’s rank correlation coefficient as a non-parametric test for correlational analysis. The results show that the COVID-19 pandemic has not modified how these three variables are related, so it can be concluded that the prolonged social isolation suffered by young people has not had negative repercussions on their emotional intelligence, anxiety before exams, and academic performance.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24

et al. 2022

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“…In 2019/2020, the coefficient on gender was significantly different from zero, indicating that females were more likely to achieve higher marks. This result is particularly interesting as Montolio and Taberner (2021) conclude that female students perform worse in high stakes assessments but the results in Table 5 contradict their result, with female students doing significantly better, ceteris paribus, in the earlier 2019/2020 academic year when there was a single 100% weighted final examination. Meanwhile, in 2020/2021, mature students were more likely to have significantly lower marks, holding all else constant.…”

Section: Resultsmentioning

confidence: 89%

Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandemic

Barile

Elliott

McCann

2022

International Review of Economics Education

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“…They found that women outperformed men in both low- and high-stakes tests, but the magnitude was higher in low-stakes tests. Montolio and Taberner [ 30 ] and Ballen et al [ 29 ] show that men outperform women in high-stakes tests in specific university courses, but the gender gap decreases or is even reversed when the pressure decreases. Similarly, Örs et al [ 31 ]–based on information from applicants for a master’s degree–and Jurajda & Münich [ 27 ]–based on data from high school students–conclude that women underperform in high-stakes tests relative to men with similar abilities.…”

Section: Literature Reviewmentioning

confidence: 99%

Gender gaps in Mathematics and Language: The bias of competitive achievement tests

et al. 2023

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This research paper examines the extent to which high-stakes competitive tests affect gender gaps in standardized tests of Mathematics and Language. To this end, we estimate models that predict students’ results in two national standardized tests: a test that does not affect students’ educational trajectory, and a second test that determines access to the most selective universities in Chile. We used data from different gender twins who took these tests. This strategy allows us to control, through household fixed effects, the observed and unobserved household characteristics. Our results show that competitive tests negatively affect women. In Mathematics, according to both tests, there is a gender gap in favor of men, which increases in the university entrance exam, especially for high-performance students. As the literature review shows, women are negatively stereotyped in Mathematics, so this stereotype threat could penalize high-achieving women, that is, those that go against the stereotype. In Language tests, women outperform men in the standardized test taken in high school, but the situation is reversed in the university entrance exam. From our analysis of Chilean national data, we find no evidence that the gender effect observed in the competitive test depends on the students’ achievement level. Following the literature, this gender gap may be linked to women’s risk aversion, lower self-confidence, lower preference for competition, as well as the effect of answering a test under time pressure.

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Gender differences under test pressure and their impact on academic performance: A quasi-experimental design

Cited by 33 publications

References 39 publications

Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24

Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24

Which online learning resources do undergraduate economics students’ value and does their use improve academic attainment? A comparison and revealed preferences from before and during the Covid pandemic

Gender gaps in Mathematics and Language: The bias of competitive achievement tests

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