Sex Differences In Achievement Research Articles

Sex disparities in the prevalence, incidence, and management of diabetes mellitus: an Australian retrospective primary healthcare study involving 668,891 individuals

BackgroundIn Australia, diabetes is the fastest growing chronic condition, with prevalence trebling over the past three decades. Despite reported sex differences in diabetes outcomes, disparities in management and health targets remain unclear. This population-based retrospective study used MedicineInsight primary healthcare data to investigate sex differences in diabetes prevalence, incidence, management, and achievement of health targets.MethodsAdults (aged ≥ 18 years) attending 39 general practices in Western Australia were included. Diabetes incidence and prevalence were estimated by age category. Health targets assessed included body mass index (BMI), blood pressure, blood lipids, and glycated haemoglobin (HbA1c) levels. Medical management of diabetes-associated conditions was also investigated. Time-to-incident diabetes was modelled using a Weibull regression. A multilevel mixed-effects logistic regression model investigated risk-adjusted sex differences in achieving the HbA1c health target (HbA1c ≤ 7.0% (≤ 53 mmol/mol)).ResultsRecords of 668,891 individuals (53.4% women) were analysed. Diabetes prevalence ranged from 1.3% (95% confidence interval (CI) 1.2%-1.3%) in those aged < 50 years to 7.2% (95% CI 7.1%-7.3%) in those aged ≥ 50 years and was overall higher in men. In patients younger than 30 years, incidence was higher in women, with this reversing after the age of 50. Among patients with diabetes, BMI ≥ 35 kg/m2 was more prevalent in women, whereas current and past smoking were more common in men. Women were less likely than men to achieve lipid health targets and less likely to receive prescriptions for lipid, blood pressure, or glucose-lowering agents. Men with incident diabetes were 21% less likely than women to meet the HbA1c target. Similarly, ever recorded retinopathy, nephropathy, neuropathy, hypertension, dyslipidaemia, coronary heart disease, heart failure, peripheral vascular disease and peripheral artery disease were higher in men than women.ConclusionsThis research underscores variations in diabetes epidemiology and management based on sex. Tailoring diabetes management should consider the patient's sex.

Temporal trends and racial/ethnic- and sex-differences in LDL cholesterol control among US adults with self-reported atherosclerotic cardiovascular disease

ObjectiveCurrent guidelines for secondary prevention of atherosclerotic cardiovascular disease (ASCVD) recommend targeting a low-density lipoprotein cholesterol (LDL-C) of < 70 mg/dL. However, temporal trends and racial/ethnic- and sex-differences in achievement of LDL-C targets are not well described. We assessed trends and racial/ethnic- and sex-differences in achievement of LDL-C < 70 mg/dL using data from the National Health and Nutrition Examination Survey (NHANES) from 2005 to 2008 to 2017-March 2020. MethodsWe combined NHANES cycles into 4 periods: 2005–2008, 2009–2012, 2013–2016, and 2017-March 2020 and included participants ≥ 40 years with self-reported ASCVD. We estimated LDL-C < 70 mg/dL prevalence over time and further stratified by sex and race/ethnicity. We used multivariable logistic regression adjusted for social determinants of health and clinical covariates to model LDL-C target attainment. ResultsAmong 1,826 NHANES participants representing 7,161,221 US adults with self-reported ASCVD (59.6% ≥ 65 years, 56.4% male, 74.8% White), LDL-C target attainment increased from 19.0% (95% CI, 15.3%-23.3%) in 2005–2008 to 26.3% (95% CI, 20.4%-33.1%) in 2017-March 2020 (P = 0.012 for trend). Achievement of LDL-C < 70 mg/dL significantly rose among men from19.5% (95% CI, 15.1%-24.8%) to 29.4% (95% CI, 20.7%-29.9%) without significant change in women (from 18.3% [95% CI, 13.6%-24.2%] to 22.5% [95% CI, 13.0%-35.9%]; P = 0.241 for trend). Improvement in LDL-C target attainment was similar among White, Black, and Hispanic individuals (∼5–7% increase) and was greatest among individuals of other (non-White, Hispanic, or Black) race/ethnicity (23.1% increase). In our multivariable analysis, comorbid diabetes and ages 65–75 and > 75 years were associated with LDL-C target attainment. ConclusionLDL-C control modestly improved between 2005 and 2008 and 2017-March 2020; however, only ∼1/4 of individuals met guideline-directed LDL-C treatment targets by 2017-March 2020. Women had lower LDL-C control and lesser magnitude of improvement in LDL-C control than men, highlighting a need for targeted interventions to improve lipid-lowering therapy utilization in this population.

Sex differences in secondary preventive follow-up after coronary heart events

Background and aimsSome studies point to sex differences in cardiovascular preventive practices. The aim of this study was to investigate differences in achievement of secondary preventive targets and long-term outcome in men and women after a coronary heart event.MethodsThis study was a subanalysis from a randomized controlled trial of hospital-based versus primary care-based secondary preventive follow-up at Sorlandet Hospital, Norway, 2007–2022 and included both groups. The main outcome was achievement of treatment targets two years after the index event. Event-free survival was calculated based on the composite of mortality, coronary intervention, stroke, or myocardial infarction during follow-up. Participants were followed-up for up to 10 years after the index event through out-patient consultations.ResultsIn total, 337 women and 1203 men were eligible for the study. Due to loss of follow-up during the first two years after the index coronary event 106 (7%) participants were excluded from further analysis (53% withdrawal of consent, 12% death, and 35% other causes) leaving 307 (21%) women and 1127 (79%) men. After two years of follow-up we found no differences between women and men in achievement of blood pressure targets (61% vs. 59%; p = 0.57), LDL-cholesterol goals (64% vs. 69%; p = 0.15), HbA1c-goal in patients with diabetes (49% vs. 45%; p = 0.57), non-smoking (79% vs. 81%; p = 0.34), healthy diets (14% vs. 13%, p = 0.89), physical activity (55% vs. 58%; p = 0.38), use of acetylsalicylic acid (93% vs. 94%; p = 0.39), and use of lipid lowering therapy (92% vs. 94%; p = 0.15). After a median follow-up time of 5.0 [SD 3.2] years there were no differences between women and men regarding composite endpoint (89 [30.0%] vs. 345 [30.6]; p = 0.58), and composite endpoint-free survival did not differ between women and men (hospital-based follow-up HR for women versus men, 0.87, 95% CI 0.62–1.23; p = 0.44 and primary care service HR for women versus men 0.95, 95% CI 0.69–1.31; p = 0.78).ConclusionsThe study show no sex differences in achievement of secondary preventive targets or composite endpoint after coronary heart events. However, many women and men did not achieve treatment goals, and further improvement in secondary prevention is needed.Trial registrationThe study is registered in ClinicalTrials.gov (NCT00679237).

Associations between school enjoyment at age 6 and later educational achievement: evidence from a UK cohort study

Education is influenced by a broad range of factors but there has been limited research into the role that early school enjoyment plays in pupil’s educational achievement. Here we used data from a UK cohort to answer three research questions. What is the association between early school enjoyment and later academic achievement? To what extent do family background factors underlie this association? Do sex differences in school enjoyment underlie sex differences in achievement? School enjoyment was self-reported in two questionnaires completed at age 6. We used multiple imputation to account for missing covariates in this study, giving an imputed sample size of 12,135. Children’s school enjoyment at age 6 associated with sex and cognitive ability but not family socioeconomic background. For example, girls were twice as likely to report enjoying school than boys (OR: 1.97; 95% CI: 1.56, 2.48). School enjoyment strongly associated with later achievement in age 16 compulsory GCSE exams even after adjustment for socioeconomic background and cognitive ability; pupils who reported enjoying school scored on average 14.4 (95% CI: 6.9, 21.9) more points (equivalent to almost a 3-grade increase across all subjects) and were 29% more likely to obtain 5 + A*-C GCSE’s including Maths and English (OR: 1.29; 95% CI: 0.99, 1.7) than those who did not enjoy school. These results highlight the importance of school enjoyment for educational achievement. As a potentially more modifiable factor than socioeconomic background, cognitive ability or sex, school enjoyment may represent a promising intervention target for improving educational outcomes.

Sex Differences in Achievement and Faculty Rank in Academic Infectious Diseases.

This study assesses differences in faculty rank between female and male infectious diseases (ID) faculty with academic appointments at US medical schools. We analyzed a complete database of US physicians with medical school faculty appointments in 2014. This database consists of a linkage between the American Association of Medical Colleges faculty roster and a physician database from Doximity, and includes physician age, sex, years since residency completion, publications, National Institutes of Health grants, and registered clinical trials for all academic physicians by specialty. We used multivariable logistic regression models with medical school-specific fixed effects to assess sex differences in full professorship by specialty and the relationship between these factors and achieving the rank of full professor within ID. We compared this adjusted difference in ID to that of peer subspecialties. Among a total of 2016 academic ID physicians, there were 742 (37%) women who together accounted for 48.1% of assistant professors, 39.7% of associate professors, and 19.2% of full professors. Women faculty had fewer total (16.3 vs 28.3, P < .001) and first/last author publications (9.8 vs 20.4, P < .001). In adjusted models, the rate of full professorship (vs assistant or associate) among female compared to male ID physicians was large and significant (absolute adjusted difference, -8.0% [95% confidence interval, -11.9% to -4.1%]). This difference was greater in ID than in cardiology. Significant sex differences in achieving the rank of full professor exist in academic ID, after adjustment for multiple factors known to influence these outcomes. Greater efforts should be made to address equity in academic ID.

Sex differences in achievement: Distributions matter

Sex differences in general and specific aspects of reading, math, and writing were investigated using the standardization sample from the Wechsler Individual Achievement Test–Third Edition (Pearson, 2009a). We examined mean and variance differences, differences at points along score distributions, and the percentage of males and females in the normative descriptive ranges used for the measures (e.g., average, high average). Statistically significant and small differences were found for Oral Reading Fluency, Math Problem Solving, and a Mathematics composite. Male advantages in Math Problem Solving were more substantial among high math achievers, and the male advantage on Mathematics was largely due to advantages on Math Problem Solving. Small to moderate sex differences were found for writing. Females scored consistently higher across those distributions, with the largest differences being in essay writing and sentence composition. Percentages of the sexes whose scores were in normative descriptive categories varied across measures. Although it has been concluded generally that male and female achievement is similar due to small effect sizes, those conclusions are limited as differences are often a function of achievement level. These differences have important real-world implications, for example, related to identifying those with learning problems and talents.

Strategy training eliminates sex differences in spatial problem solving in a stem domain.

Poor spatial ability can limit success in science, technology, engineering, and mathematics (STEM) disciplines. Many initiatives aim to increase STEM achievement and degree attainment through selective recruitment of high-spatial students or targeted training to improve spatial ability. The current study examines an alternative approach to increasing achievement that includes problem-solving strategy training. In this study, we examined how training in multiple problem-solving strategies affects science achievement and its relations to sex and spatial ability. We compared 3 interventions that trained either mental imagery strategies, analytic problem-solving strategies, or their combination in the context of a college chemistry course. As predicted, students adopted more analytic strategies after analytic training, and women used significantly more analytic strategies than men after instruction. Training in the combined use of mental imagery and analytic strategies eliminated sex differences in achievement, but training in a single type of strategy resulted in a male achievement advantage. Our work demonstrates that achievement is dependent not only on spatial ability but also on strategy choice, and that strategy training offers a viable route to improving the performance of female students.

Stereotype Threat and Group Differences in Test Performance: A Question of Measurement Invariance.

Studies into the effects of stereotype threat (ST) on test performance have shed new light on race and sex differences in achievement and intelligence test scores. In this article, the authors relate ST theory to the psychometric concept of measurement invariance and show that ST effects may be viewed as a source of measurement bias. As such, ST effects are detectable by means of multi-group confirmatory factor analysis. This enables research into the generalizability of ST effects to real-life or high-stakes testing. The modeling approach is described in detail and applied to 3 experiments in which the amount of ST for minorities and women was manipulated. Results indicate that ST results in measurement bias of intelligence and mathematics tests.

Sex differences in reactions to outperforming same‐sex friends

The current studies were designed to examine whether female adolescents have more negative reactions than male adolescents to achieving more than their same‐sex friends. In Study 1, 51 females and 48 males from grades 8 and 10 were administered questions assessing their reactions to performing better than their closest same‐sex friends in four domains. Across domains, females reported more negative reactions than males. Further, compared with males, female participants believed that their same‐sex friends would have more negative reactions if they performed better than their friends. In Study 2, 48 females and 49 males age 18 years were asked how they felt about performing better than and equal to their closest same‐sex friends in the domains of romance and academics in both hypothetical and actual situations. Females reported feeling more positive when they received the same outcomes as opposed to better outcomes than their friends. Males did not differ in the valence of their responses to the two outcomes. The implications for sex differences in achievement and friendship are discussed.

Does Interest Matter? The Relationship between Academic Interest and Achievement in Mathematics

A total of n = 602 students (59.5% female) from academically selected schools in Germany were tested at three time points--end of Grade 7, end of Grade 10, and middle of Grade 12-in order to investigate the relationships between academic interest and achievement in mathematics. In addition, sex differences in achievement, interest, and course selection were analyzed. At the end of Grade 10, students opted for either a basic or an advanced mathematics course. Data analyses revealed sex differences in favor of boys in mathematics achievement, interest, and opting for an advanced mathematics course. Further analyses by means of structural equation modeling show that interest had no significant effect on learning from Grade 7 to Grade 10, but did affect course selection-that is, highly interested students were more likely to choose an advanced course. Furthermore, interest at the end of Grade 10 had a direct and an indirect effect (via course selection) on achievement in upper secondary school. In addition, results suggest that, at least from Grade 7 to Grade 10, achievement affected interest-that is, high achievers expressed more interest than low achievers. The findings underline the importance of interest for academic choices and for self-regulated learning when the instructional setting is less structured.

Testing Stereotype Threat: Does Anxiety Explain Race and Sex Differences in Achievement?

Steele's (1992, 1997) stereotype-threat theory attempts to explain underperformance of minority students in academic domains and of women in mathematics. Steele argues that situational self-relevance of negative group stereotypes in testing situations increases the anxiety these students experience and that these differential anxiety levels explain performance differences. Research shows that manipulation of stereotype threat can affect academic performance. However, there has been little research testing whether anxiety does at least partially explain the relationship between race and achievement. The goal of this study was to examine whether anxiety will explain racial differences in academic performance and gender differences in math performance in the context of a nationally representative sample of high school seniors. Partial mediation was observed, with anxiety explaining significant portions of the racial differences in academic performance. Anxiety also partially explained sex differences in math achievement, although the effect sizes were very small. These results provide general support for Steele's stereotype-threat hypothesis.

The effect of age‐position and sex on academic performance: a study of secondary schools in Cyprus

Summary The present study examined one aspect of the ‘season of birth’ phenomenon, the variations in educational achievement effected by a child's age‐position within the class. Sex differences in achievement were also examined. An analysis based on a sample of nearly 4,000 high school examination results was conducted. The research analysed the Greek language grade, mathematics grade and the overall ‘high school’ grade, obtained by 17+ year old students who graduated at the end of the 1992/93 and 1993/94 academic years. The presence of an age‐position related effect was found, but in contrast to similar research studies the youngest students, in most instances, outperformed the oldest students. Nevertheless, this finding is consistent with research studies related to the age‐position effect when framed within the context of the Cypriot educational policy of promotion by examination. It was found that the youngest‐born pupils in a year group made up the highest percentage of repeating, i.e. non‐promoted students. However, the findings do suggest a need for a re‐evaluation of the nature of the age‐position effect. It was also found that, in general, female students attained significantly higher grades than their male counterparts.

Sex Differences at the NSW Higher School Certificate after Adjustment for the Effects of Differential Selection

Sex differences in Higher School Certificate achievement were analysed by adjusting for differential selection. A general ability criterion, favouring neither sex, was developed by modifying the Tertiary Entrance Score (TES). For each course, sex differences in achievement were displayed over eight Key Learning Areas (KLAs). Contrary to many studies based on a more restricted set of courses, it was found that females outperformed males overall. In five KLAs, females outscored males; in two, the results were mixed; and in one (Mathematics) males outscored females. Although the female TES median was 15 marks higher, males performed slightly better at high TES levels. The explanation given was that males tend to specialise in more highly intercorrelated courses than females, which creates variance in their aggregate.

A Multivariate Perspective on Sex Differences in Achievement and Later Performance Among Adolescents

Previous research indicates that some sex differences in cognitive abilities have already been established prior to high school. Yet, relatively few studies of differential prediction have focused on adolescents; our understanding of sex differences in the prediction of academic performance has been shaped mainly by research on young adults. In this study, we investigated differential prediction of course grades in language arts, mathematics, social studies, and science from achievement test scores among eighth and ninth graders. Predictions of grades for girls and boys were compared in a multivariate analysis of variance, which revealed a difference in intercepts. Weights on the discriminant function for the intercept effect indicated that the most predict- able criterion related to sex differences in this study was the gap between performance in language arts courses on one hand and math and science courses on the other. Descriptive univariate follow-up analyses revealed a picture of prediction differen...

Gender dominance in the work setting: Implications for dietitians

Gender dominance in the work setting: Implications for dietitians

Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance

In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.

Errata: Spatial Training for Calculus Students: Sex Differences in Achievement and in Visualization Ability

Errata: Spatial Training for Calculus Students: Sex Differences in Achievement and in Visualization Ability

Sex differences in mathematical reasoning ability in intellectually talented preadolescents: Their nature, effects, and possible causes

AbstractSeveral hundred thousand intellectually talented 12-to 13-year-olds have been tested nationwide over the past 16 years with the mathematics and verbal sections of the Scholastic Aptitude Test (SAT). Although no sex differences in verbal ability have been found, there have been consistent sex differences favoring males in mathematical reasoning ability, as measured by the mathematics section of the SAT (SAT-M). These differences are most pronounced at the highest levels of mathematical reasoning, they are stable over time, and they are observed in other countries as well. The sex difference in mathematical reasoning ability can predict subsequent sex differences in achievement in mathematics and science and is therefore of practical importance. To date a primarily environmental explanation for the difference in ability has not received support from the numerous studies conducted over many years by the staff of Study of Mathematically Precocious Youth (SMPY) and others. We have studied some of the classical environmental hypotheses: attitudes toward mathematics, perceived usefulness of mathematics, confidence, expectations/ encouragement from parents and others, sex-typing, and differential course-taking. In addition, several physiological correlates of extremely high mathematical reasoning ability have been identified (left-handedness, allergies, myopia, and perhaps bilateral representation of cognitive functions and prenatal hormonal exposure). It is therefore proposed that the sex difference in SAT-M scores among intellectually talented students, which may be related to greater male variability, results from both environmental and biological factors.

Sex Differences in Educational Achievement: A Longitudinal Study

Research on sex differences in achievement has generally been concerned only with mean differences. In addition, such studies have frequently been limited to single grades or cross-sectional comparisons of several grades. To investigate the relationship between gender and achievement, and the change in this relationship over time, a sample of 4875 females and 4497 males tested with the Iowa Tests of Basic Skills each year from Grade 3 to Grade 8 was obtained. The interaction between sex differences and achievement level was also investigated. For this sample females had higher levels of achievement on the Spelling, Capitalization, Punctuation, Language Usage, Reference Materials, Mathematics Computation, and Reading Comprehension tests. The differences were largest for below average students. On the language tests the differences occurred at all points of the distribution and were substantial. Males showed superior achievement on the Visual Materials (maps, graphs, and tables), Mathematics Concepts, and to a lesser extent Mathematics Problem Solving tests. On these tests the largest differences occurred above the median. On Mathematics Concepts and Problem Solving tests the differences were at or above the 70th percentile and tended to arise in later grades. Males scores were more variable in all areas but vocabulary, and the differences in variability increased across grades.

Spatial Training for Calculus Students: Sex Differences in Achievement and in Visualization Ability

This study investigated the effects of spatial training upon calculus achievement, spatial visualization ability, and the use of visualization in solving problems on solids of revolution. After pretesting, 250 college students participated in one of two spatial-training treatments or in a control treatment. Multivariate analyses of covariance revealed no treatment effect on calculus achievement or spatial visualization ability, but there were significant sex differences favoring women in calculus achievement and favoring men in spatial visualization ability. There were interaction effects for calculus achievement and the use of visualization in solving solid-of-revolution problems and a significant treatment effect for visualization of solids of revolution. Spatial training may benefit performance in certain areas of calculus for women more than for men.