Suchergebnisse

We review ten international studies of the attainments of boys and girls in science from 1960 through 2006. In general, boys achieved higher average test scores than girls from the age of 10 years in the earlier studies, but this advantage had disappeared for 10-15 year olds in the years 2003- 2006. All the studies of 18 years found that boys had higher average attainment that girls. The boys' advantage is greatest in physics and smallest in biology. Boys have greater variability than girls. The reasons for the higher scores of boys may lie in greater interest in science and, among older adolescents, in greater mathematical ability. Adapted from the source document.

SummaryThis paper examines the relationship of the national IQs reported by Lynn & Vanhanen (2002, 2006) to national achievement in mathematics and science among 8th graders in 67 countries. The correlation between the two is 0·92 and is interpreted as establishing the validity of the national IQs. The correlation is so high that national IQs and educational achievement appear to be measures of the same construct. National differences in educational achievement are greater than differences in IQ, suggesting an amplifier effect such that national differences in IQs amplify differences in educational achievement. Controlling for national differences in IQ, slight inverse relationships of educational achievement are observed with political freedom, subjective well-being, income inequality, and GDP. However, public expenditure on education (as % of GDP) was not a significant predictor of differences in educational achievement.