Gender effects in mathematics, science, and reading achievement: A secondary analysis of PISA data on the role of expectancies and values as well as cultural and societal norms

Gender differences in educational achievement, particularly in math, science, and reading, are a prominent research focus in educational psychology. However, findings are often inconsistent, influenced by various social, cultural, and methodological factors. This cross-cultural study examines whether there are consistent domain-specific gender effects in math, science, and reading achievement globally and explores their relation to motivation and cultural factors. Using meta-analytic methods, we analyzed data from 1,055,394 fifteen-year-olds across 55 countries from three PISA cycles. Results indicate a significant gender effect in math achievement favoring boys, mediated by self-efficacy, no significant gender effect in science, and a significant gender effect in reading favoring girls, mediated by enjoyment & interest. Additionally, gender differences vary with cultural context: in more egalitarian countries, boys excel more in math and science, while in less egalitarian countries, girls excel more in reading.

Journal article