“Male-typicality disadvantage” in educational outcomes is reflected in personal values, but not in personality traits

Sointu Leikas; Ville Ilmarinen; Mari-Pauliina Vainikainen; Jan-Erik Lönnqvist

doi:10.1525/collabra.118840

“Male-typicality disadvantage” in educational outcomes is reflected in personal values, but not in personality traits

Julkaisun otsikon käännös: Arvojen, mutta ei persoonallisuuden "poikatyypillisyys" on kielteisessä yhteydessä koulusuoriutumiseen

Tutkimustuotos: Artikkelijulkaisu › Artikkeli › Tieteellinen › vertaisarvioitu

Abstrakti

Women and girls consistently outperform men and boys in educational outcomes. A large
body of qualitative work suggests that boys’ difficulties in integrating peer acceptance
with being studious may explain this gender gap. Gender differences in personality have
also been suggested as an explanation. We investigated whether empirically constructed
“male-typicality” in personal values, personality traits, and cognitive performance
profiles is related to poorer school performance. In a sample of Finnish 15-year-olds,
three male-typicality variables were formed empirically via supervised machine learning
techniques. These variables were used to predict 9th grade GPA derived from school
records. “Male-typicality” based on personal values and cognitive skills was related to
lower GPA, but male-typicality in personality traits was unrelated to GPA. The results
tentatively suggest that a male-typical value profile may be problematic for academic
effort. The results also suggest that a “girl-typical” cognitive skill profile emphasizing
verbal skills may provide students with a small overall educational advantage.

Julkaisun otsikon käännös	Arvojen, mutta ei persoonallisuuden "poikatyypillisyys" on kielteisessä yhteydessä koulusuoriutumiseen
Alkuperäiskieli	englanti
Artikkeli	118840
Lehti	Collabra: Psychology
Vuosikerta	10
Numero	1
Sivumäärä	17
ISSN	2474-7394
DOI - pysyväislinkit	https://doi.org/10.1525/collabra.118840
Tila	Julkaistu - 14 kesäk. 2024
OKM-julkaisutyyppi	A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

Tieteenalat

515 Psykologia
516 Kasvatustieteet

Pääsy asiakirjaan

10.1525/collabra.118840Lisenssi: CC BY

collabra_2024_10_1_118840Lopullinen julkaistu versio, 1,74 MBLisenssi: CC BY

1 Päättynyt

Measuring sex differences and measuring genderedness: Implications for cross-cultural gender-equality research and for understanding the role of femininity and masculinity in predicting important life outcomes
Ilmarinen, V. (Projektinjohtaja)
Academy of Finland, SUOMEN AKATEMIA Vähäkylä Leena
01/09/2021 → 31/08/2024
Projekti: Tutkimusprojekti

Siteeraa tätä

@article{a52c30d8211c4ba2b520844d982fb343,

title = "“Male-typicality disadvantage” in educational outcomes is reflected in personal values, but not in personality traits",

abstract = "Women and girls consistently outperform men and boys in educational outcomes. A large body of qualitative work suggests that boys{\textquoteright} difficulties in integrating peer acceptance with being studious may explain this gender gap. Gender differences in personality have also been suggested as an explanation. We investigated whether empirically constructed “male-typicality” in personal values, personality traits, and cognitive performance profiles is related to poorer school performance. In a sample of Finnish 15-year-olds, three male-typicality variables were formed empirically via supervised machine learning techniques. These variables were used to predict 9 th grade GPA derived from school records. “Male-typicality” based on personal values and cognitive skills was related to lower GPA, but male-typicality in personality traits was unrelated to GPA. The results tentatively suggest that a male-typical value profile may be problematic for academic effort. The results also suggest that a “girl-typical” cognitive skill profile emphasizing verbal skills may provide students with a small overall educational advantage.",

keywords = "515 Psychology, gender differences, personality traits, values, cognitive performance, 516 Educational sciences, school performance, machine learning, computational social science",

author = "Sointu Leikas and Ville Ilmarinen and Mari-Pauliina Vainikainen and Jan-Erik L{\"o}nnqvist",

year = "2024",

month = jun,

day = "14",

doi = "10.1525/collabra.118840",

language = "English",

volume = "10",

journal = "Collabra: Psychology",

issn = "2474-7394",

publisher = "The Regents of the University of California",

number = "1",

}

TY - JOUR

T1 - “Male-typicality disadvantage” in educational outcomes is reflected in personal values, but not in personality traits

AU - Leikas, Sointu

AU - Ilmarinen, Ville

AU - Vainikainen, Mari-Pauliina

AU - Lönnqvist, Jan-Erik

PY - 2024/6/14

Y1 - 2024/6/14

N2 - Women and girls consistently outperform men and boys in educational outcomes. A large body of qualitative work suggests that boys’ difficulties in integrating peer acceptance with being studious may explain this gender gap. Gender differences in personality have also been suggested as an explanation. We investigated whether empirically constructed “male-typicality” in personal values, personality traits, and cognitive performance profiles is related to poorer school performance. In a sample of Finnish 15-year-olds, three male-typicality variables were formed empirically via supervised machine learning techniques. These variables were used to predict 9 th grade GPA derived from school records. “Male-typicality” based on personal values and cognitive skills was related to lower GPA, but male-typicality in personality traits was unrelated to GPA. The results tentatively suggest that a male-typical value profile may be problematic for academic effort. The results also suggest that a “girl-typical” cognitive skill profile emphasizing verbal skills may provide students with a small overall educational advantage.

AB - Women and girls consistently outperform men and boys in educational outcomes. A large body of qualitative work suggests that boys’ difficulties in integrating peer acceptance with being studious may explain this gender gap. Gender differences in personality have also been suggested as an explanation. We investigated whether empirically constructed “male-typicality” in personal values, personality traits, and cognitive performance profiles is related to poorer school performance. In a sample of Finnish 15-year-olds, three male-typicality variables were formed empirically via supervised machine learning techniques. These variables were used to predict 9 th grade GPA derived from school records. “Male-typicality” based on personal values and cognitive skills was related to lower GPA, but male-typicality in personality traits was unrelated to GPA. The results tentatively suggest that a male-typical value profile may be problematic for academic effort. The results also suggest that a “girl-typical” cognitive skill profile emphasizing verbal skills may provide students with a small overall educational advantage.

KW - 515 Psychology

KW - gender differences

KW - personality traits

KW - values

KW - cognitive performance

KW - 516 Educational sciences

KW - school performance

KW - machine learning

KW - computational social science

U2 - 10.1525/collabra.118840

DO - 10.1525/collabra.118840

M3 - Article

SN - 2474-7394

VL - 10

JO - Collabra: Psychology

JF - Collabra: Psychology

IS - 1

M1 - 118840

ER -

“Male-typicality disadvantage” in educational outcomes is reflected in personal values, but not in personality traits

Abstrakti

Tieteenalat

Pääsy asiakirjaan

Projektit

Measuring sex differences and measuring genderedness: Implications for cross-cultural gender-equality research and for understanding the role of femininity and masculinity in predicting important life outcomes

Siteeraa tätä