Gender differences in academic achievement: The mediating role of personality
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Most research on the female advantage in school grades has examined gender differences in self-discipline, and none to date have considered gender differences in sleep as a mediating factor on school grades.
“Most of the research conducted to understand this female advantage in school grades has examined gender differences in self-discipline,40–42 and none to date have considered gender differences in sleep as a mediating factor on school grades.”
From Sleep quality, duration, and consistency are associated with better academic performance in college students (2019) · cites this paper as [41]
Cites
(2013) · Cited by 44,563 · see citing works
Preacher, K. J., & Hayes, A. F. (2008) · Behavior Research Methods · doi:10.3758/brm.40.3.879 · Cited by 34,117 · see citing works
SPSS and SAS procedures for estimating indirect effects in simple mediation models
Preacher, K. J., & Hayes, A. F. (2004) · Behavior Research Methods, Instruments, & Computers · doi:10.3758/bf03206553 · Cited by 17,383 · see citing works
Confidence Limits for the Indirect Effect: Distribution of the Product and Resampling Methods
MacKinnon, D. P., Lockwood, C. M., & Williams, J. (2004) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr3901_4 · Cited by 7,806 · see citing works
A meta-analysis of the five-factor model of personality and academic performance.
Poropat, A. E. (2009) · Psychological Bulletin · doi:10.1037/a0014996 · Cited by 2,729 · see citing works
MMPI-2 : Minnesota Multiphasic Personality Inventory-2 : manual for administration and scoring
Hathaway, S. R., & McKinley, J. (1989) · University of Minnesota Press eBooks · Cited by 2,450 · see citing works
Gender differences in scholastic achievement: A meta-analysis.
Voyer, D., & Voyer, S. D. (2014) · Psychological Bulletin · doi:10.1037/a0036620 · Cited by 1,337 · see citing works
Gender differences in temperament: A meta-analysis.
Else-Quest, N. M., Hyde, J. S., Goldsmith, H. H., & Van Hulle, C. A. (2006) · Psychological Bulletin · doi:10.1037/0033-2909.132.1.33 · Cited by 1,169 · cited 1× · see citing works
“These gender differences in non-intellectual dimensions can be expressed as early as those in temperament and activity levels, as Else-Quest et al. (2006) indicate; they show that a female advantage in effortful control and a male advantage in surgency can ultimately be reflected in behavior at…”
BackgroundDuckworth, A. L., & Seligman, M. E. P. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.198 · Cited by 1,097 · see citing works
Early gender differences in self-regulation and academic achievement.
Matthews, J. S., Ponitz, C., & Morrison, F. (2009) · Journal of Educational Psychology · doi:10.1037/a0014240 · Cited by 728 · see citing works
Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.07.001 · Cited by 714 · see citing works
Personality, intelligence and approaches to learning as predictors of academic performance
Chamorro‐Premuzic, T., & Furnham, A. F. (2008) · Personality and Individual Differences · doi:10.1016/j.paid.2008.01.003 · Cited by 462 · see citing works
Grades and Test Scores: Accounting for Observed Differences
Willingham, W. W., Pollack, J. M., & Lewis, C. (2002) · Journal of Educational Measurement · doi:10.1111/j.1745-3984.2002.tb01133.x · Cited by 306 · see citing works
Sex differences in school achievement: what are the roles of personality and achievement motivation?
Steinmayr, R., & Spinath, B. (2008) · European Journal of Personality · doi:10.1002/per.676 · Cited by 287 · see citing works
Predicting academic success in higher education: what’s more important than being smart?
Kappe, R. F., & der Flier, H. V. (2012) · European Journal of Psychology of Education · doi:10.1007/s10212-011-0099-9 · Cited by 224 · see citing works
Sex differences in Cognitive Abilities Test scores: A UK national picture
Strand, S., Deary, I. J., & Smith, P. (2006) · British Journal of Educational Psychology · doi:10.1348/000709905x50906 · Cited by 191 · see citing works
Gestsdóttir, S., von Suchodoletz, A., Wanless, S. B., Hubert, B., Guimard, P., Birgisdóttir, F., Gunzenhauser, C., & McClelland, M. M. (2014) · Applied Developmental Science · doi:10.1080/10888691.2014.894870 · Cited by 151 · see citing works
Personality and school performance: Incremental validity of self- and peer-ratings over intelligence
Bratko, D., Chamorro‐Premuzic, T., & Saks, Z. (2006) · Personality and Individual Differences · doi:10.1016/j.paid.2005.12.015 · Cited by 149 · see citing works
MMPI-A: Assessing Adolescent Psychopathology
Archer, R. P. (1992) · Medical Entomology and Zoology · Cited by 124 · see citing works
A meta‐analysis of adult‐rated child personality and academic performance in primary education
Poropat, A. E. (2013) · British Journal of Educational Psychology · doi:10.1111/bjep.12019 · Cited by 123 · see citing works
Gender Differences in Educational Achievement to Age 25
Gibb, S., Fergusson, D. M., & Horwood, L. J. (2008) · Australian Journal of Education · doi:10.1177/000494410805200105 · Cited by 122 · see citing works
Sex differences in secondary school success: why female students perform better
Fischer, F. T., Schult, J., & Hell, B. (2012) · European Journal of Psychology of Education · doi:10.1007/s10212-012-0127-4 · Cited by 93 · see citing works
Duckworth, A. L., Shulman, E. P., Mastronarde, A. J., Patrick, S. D., Zhang, J., & Druckman, J. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.02.006 · Cited by 83 · see citing works
MMPI-A: Assessing Adolescent Psychopathology
Robert Archer, P. (2005) · Routledge eBooks · doi:10.4324/9781410612847 · Cited by 82 · see citing works
Vantieghem, W., Vermeersch, H., & Houtte, M. V. (2014) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.10.001 · Cited by 78 · see citing works
Sex-specific differential prediction of college admission tests: A meta-analysis.
Fischer, F. T., Schult, J., & Hell, B. (2013) · Journal of Educational Psychology · doi:10.1037/a0031956 · Cited by 57 · see citing works
Hicks, B. M., Johnson, W., Iacono, W. G., & McGue, M. K. (2008) · European Journal of Personality · doi:10.1002/per.671 · Cited by 45 · see citing works
Wach, F.-S., Spengler, M., Gottschling, J., & Spinath, F. M. (2015) · Learning and Instruction · doi:10.1016/j.learninstruc.2015.01.005 · Cited by 42 · see citing works
Assessing the Personality Psychopathology Five (PSY-5) in adolescents: New MMPI-A Scales.
McNulty, J. L., Harkness, A. R., Ben‐Porath, Y. S., & Williams, C. L. (1997) · Psychological Assessment · doi:10.1037/1040-3590.9.3.250 · Cited by 40 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Okano, K., Kaczmarzyk, J. R., Dave, N., Gabrieli, J. D. E., & Grossman, J. C. (2019) · npj Science of Learning · doi:10.1038/s41539-019-0055-z · Cited by 335 · see citing works
Denden, M., Tlili, A., Essalmi, F., Jemni, M., Chen, N., & Burgos, D. (2021) · International Journal of Human-Computer Studies · doi:10.1016/j.ijhcs.2021.102674 · Cited by 112 · see citing works
Kuśnierz, C., Rogowska, A. M., & Pavlova, I. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17165729 · Cited by 100 · see citing works
“Gender differences in academic success and motivation to learn may result from unique patterns of academic and social expectations and social roles for males and females due to the cultural norms in which males are stereotyped as more masculine and assertive than females [49].”
BackgroundKing, R. B. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.10.006 · Cited by 97 · see citing works
Torres, L. H., Mohand, M. A.-L., & Mohamed, L. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.03075 · Cited by 119 · see citing works
“Gender has been a highly studied variable since there are differences between boys and girls in academic performance as well as in the psychological constructs mentioned above (Chrisler and McCreary, 2010; Voyer and Voyer, 2014; Carvalho, 2016; Herrera et al., 2017; Janošević and Petrović, 2019).”
BackgroundZhang, D., Zhou, Z., Gu, C., Lei, Y., & Fan, C. (2018) · Journal of Child and Family Studies · doi:10.1007/s10826-018-1130-4 · Cited by 67 · see citing works
“…revealed that personality traits were moderately stable(Carvalho 2016; Ilies and Judge 2003; Karmakar et al. 2017) and they were often influenced by environment factors such as gender, parenting styles and attachment styles (Carvalho 2016; Guo and Wu 2011; Miller et al. 2000; Münch et al. 2016).”
BackgroundInfluentialAn Investigation of Academic Motivation and Career Decidedness among University Students
Koyuncuoğlu, Ö. (2020) · International Journal of Research in Education and Science · doi:10.46328/ijres.1694 · Cited by 67 · see citing works
“These findings corroborate earlier findings of Asimaki and Vergidis (2013), Carvalho (2016), Duckworth et al. (2015), Khaola and Mahao (2019), Richardson and Watt (2007), Vallerand et al. (1992), Voyer and Voyer (2014).”
BackgroundResultInfluentialConscientiousness as a Predictor of the Gender Gap in Academic Achievement
Verbree, A., Hornstra, L., Maas, L., & Meij, L. W. (2022) · Research in Higher Education · doi:10.1007/s11162-022-09716-5 · Cited by 59 · see citing works
“Thus, while men and women have a similar level of cognitive ability (Carvalho, 2016), gender differences in personality may result in differences between what male and female students do in favor of their academic achievement.”
BackgroundInfluentialLoneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents
Cañas, E., Estévez, E., León-Moreno, C., & Ochoa, G. M. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17010335 · Cited by 48 · see citing works
“The increased social adjustment and academic competence shown by the girls in this study also coincide with previous studies indicating that girls tend to have better overall academic achievement than boys [51].”
ResultTsaousis, I., & Alghamdi, M. H. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.896638 · Cited by 40 · see citing works
“…perspective and the way the human brain is organized across gender as a possible explanation for obtained gender differences in achievement, while Carvalho (2016) highlighted the role of personality dimensions (e.g., aggressiveness) as potential mediators in the relationship between gender and…”
BackgroundHarpaz, G., Vaizman, T., & Yaffe, Y. (2023) · Higher Education Quarterly · doi:10.1111/hequ.12455 · Cited by 45 · see citing works
Rytioja, M., Lappalainen, K., & Savolainen, H. K. (2019) · European Journal of Special Needs Education · doi:10.1080/08856257.2018.1560607 · Cited by 27 · see citing works
“1993), less frequently have behavioural problems (Gibb, Fergusson, and Horwood 2008), and manage better at school than boys (Renato 2016; Steinmayr and Spinath 2008; Voyer and Voyer 2014).”
BackgroundThree-generational families: Are they beneficial to Chinese children’s creativity?
Pang, W., Ye, L., Long, H., Wang, Q., & Lin, L. (2019) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2019.100623 · Cited by 26 · see citing works
Wang, C., Nie, Y., Ma, C., & Lan, X. (2021) · The Journal of Genetic Psychology · doi:10.1080/00221325.2021.2007350 · Cited by 23 · see citing works
“As a general statistic in education, most research has indicated that adolescent girls outperform boys at different stages in the school system, such as better academic performance, more consistent engagement, and less negative attitudes toward school (Carvalho, 2016; Guo et al., 2018).”
ResultRelações de amizade e autoconceito na adolescência: um estudo exploratório em contexto escolar
Carvalho, R. G. G., FERNANDES, E., Câmara, J., Ribeiro-Gonçalves, J. A., ROSÁRIO, J., FREITAS, S., & Carvalho, S. P. T. (2017) · Estudos de Psicologia (Campinas) · doi:10.1590/1982-02752017000300006 · Cited by 21 · see citing works
“…de um AC escolar mais positivo suscita reflexão, já que contraria a literatura, a qual refere que as mulheres têm resultados escolares superiores em diferentes níveis de ensino, mesmo controlando-se variáveis contextuais, como o nível socioeconômico (Carvalho, 2016; D. Voyer & Voyer, 2014).”
BackgroundSelf-citationEffects of personality traits and social status on academic achievement: Gender differences
Janošević, M., & Petrović, B. (2018) · Psychology in the Schools · doi:10.1002/pits.22215 · Cited by 18 · see citing works
Liu, J., Guo, S., Gao, R., & DiStefano, C. (2020) · School Psychology International · doi:10.1177/0143034320912301 · Cited by 19 · see citing works
“For instance, researchers investigated the potential impact of mediators, such as personality, confidence and mental rotation, on gender difference in academic achievement levels (Carvalho, 2016; Casey et al., 1997).”
BackgroundThe Mediating Effects of Spiritual Bypass on Depression, Anxiety, and Stress
Fox, J., & Picciotto, G. (2019) · Counseling and Values · doi:10.1002/cvj.12116 · Cited by 17 · see citing works
Ma, L., Du, X., & Liu, J. (2018) · Chinese Journal of Applied Linguistics · doi:10.1515/cjal-2018-0009 · Cited by 17 · see citing works
Quality of Life and Well-Being of Adolescents in Portuguese Schools
Guedes, F. B., Cerqueira, A., Gaspar, S. M. D. S., Gaspar, T., Moreno, C., & de Matos, M. G. (2023) · Child Indicators Research · doi:10.1007/s12187-023-10021-5 · Cited by 13 · see citing works
“The literature has always shown gender differences in expectations and academic results, pointing to girls as those who usually present more positive results (Carvalho, 2016; Feliciano, 2012).”
ResultFang, F., McCall, B. P., & Zhong, B. (2021) · Higher Education Research & Development · doi:10.1080/07294360.2021.1945544 · Cited by 12 · see citing works
“…to have better grades, are more likely to attain degrees (Matthews et al., 2009; Voyer & Voyer, 2014) and have higher impulse control than males (Carvalho, 2016), gender differences in performance on the NCEE (Cai et al., 2019) may lead urban families to steer male but not female students away…”
BackgroundLiu, J., Sun, X., Sun, M., Zhou, Y., Li, X., Cao, J., Liu, Z., & Xu, F. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.732605 · Cited by 11 · see citing works
“Some studies have also confirmed that families with high economic capital are more likely to provide good learning environment and educational resources for their children (Carvalho, 2016).”
BackgroundTakizawa, Y., & Kobayashi, K. (2022) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2022.100149 · Cited by 10 · see citing works
Doğan, Ö. K., Han-Tosunoğlu, Ç., Arslan, N., Çakır, M., & İrez, S. (2023) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-023-10365-y · Cited by 10 · see citing works
“Carvalho (2016), for example, discussed the gender differences in these dimensions that result, for instance, from dissimilar patterns of academic and social expectations for males and females as well as from influences of socialization in the formation of gendered behaviors accordingly with the…”
Andrade, M., Pereyra, S. B., & Yang, C. (2019) · Journal of Ethnicity in Substance Abuse · doi:10.1080/15332640.2019.1685050 · Cited by 10 · see citing works
“Research has also shown pervasive gender differences in problem behaviors (Duckworth et al., 2015; Steinmayr & Spinath, 2008), academic achievement (Carvalho, 2016), responses to parental monitoring (Crouter, MacDermid, McHale, & Perry-Jenkins, 1990) and for responses to family stress among Latino…”
BackgroundPersonal Innovativeness and Employability: How Personal Traits Affect Employer Attractiveness
Pilav-Velić, A., Selimović, J., & Jahić, H. (2020) · Eurasian studies in business and economics · doi:10.1007/978-3-030-48505-4_2 · Cited by 10 · see citing works
Ezenwoke, O. A., Efobi, U., Asaleye, A. J., & Eluyela, D. F. (2020) · Cogent Education · doi:10.1080/2331186x.2020.1818411 · Cited by 9 · see citing works
“Among the factors that have been linked to cognitive features, attitudes to studying, approaches to learning, academic achievement, engagement in academic and non-academic activities, personality play a prominent role (Bottesi et al., 2018; Carvalho, 2016; Ehrtmann & Wolter, 2018).”
BackgroundTeachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis
Özdaş, F. (2022) · SAGE Open · doi:10.1177/21582440221091722 · Cited by 9 · see citing works
“Nevertheless, some studies indicate that gender differences exist in terms of academic achievement (Carvalho, 2016; Steinmayr & Spinath, 2008).”
BackgroundAchtziger, A., & Bayer, U. C. (2018) · Current Psychology · doi:10.1007/s12144-018-9867-x
Tape, N., Branson, V., Dry, M. J., & Turnbull, D. A. (2021) · The Educational and Developmental Psychologist · doi:10.1080/20590776.2021.1986356 · Cited by 11 · see citing works
Cross-lagged relations between psychological suzhi and academic achievement
Liu, G., Zhao, Z., & Zhang, D. (2019) · Current Psychology · doi:10.1007/s12144-019-00184-2 · Cited by 8 · see citing works
Dangaiso, P., & Tsvere, M. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2556893 · Cited by 7 · see citing works
“Although there is limited research evidence supporting present findings (Carvalho, 2016; Marcenaro-Gutierrez et al., 2017), these results highlight gendered perspectives on service perception and learning engagement, suggesting that universities could leverage gender-responsive educational…”
Boraita, R. J., Torres, J. M. D., Ibort, E. G., & Alsina, D. A. (2023) · Nutrición Hospitalaria · doi:10.20960/nh.04599 · Cited by 7 · see citing works
Hubungan antara Faktor Eksternal dan Internal selama Pembelajaran Daring pada Siswa Sekolah Menengah
Sudrajat, A. K., Sari, D. A. W., & Anggrella, D. P. (2023) · SAP (Susunan Artikel Pendidikan) · doi:10.30998/sap.v8i1.17089 · Cited by 6 · see citing works
“Berbagai penelitian secara konsisten menunjukkan bahwa anak perempuan memiliki prestasi akademik yang lebih baik daripada anak laki-laki ([25], [26]).”
BackgroundRelationship between Personal Characteristics and the Academic Performance of High School Students
Mishkevich, A. M. (2021) · Psychological-Educational Studies · doi:10.17759/psyedu.2021130107 · Cited by 6 · see citing works
AYDIN, E. (2024) · SAGE Open · doi:10.1177/21582440241305046 · Cited by 5 · see citing works
“Carvalho (2016) emphasized that personal characteristics are among the most prominent non-intellectual dimensions explaining the variance in academic achievement, potentially more influential than intelligence.”
Shin, J., Kim, H. H., Kim, E. M., Choi, Y. C., & Ha, E. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17145055 · Cited by 5 · see citing works
Is there a relationship between student attitudes and behavior regarding integrity issues?
Mol, H., & van den Hoven, M. (2022) · International Journal for Educational Integrity · doi:10.1007/s40979-022-00100-5 · Cited by 5 · see citing works
“Electron J Res Educ Psychol 15(41):105–125. https://doi.org/10.14204/ejrep.41.16042 Carhalvo RGG (2016) Gender differences in academic achievement: the mediating role of personality.”
BackgroundInfluentialLivas, C., & Karali, N. (2022) · Higher Education Skills and Work-based Learning · doi:10.1108/heswbl-02-2022-0039 · Cited by 5 · see citing works
School tenure and student achievement
Fan, W. J. (2017) · School Effectiveness and School Improvement · doi:10.1080/09243453.2017.1335645 · Cited by 5 · see citing works
“male and female students have similar overall intelligence levels (Carvalho, 2016).”
BackgroundInteractions of gender with predictors of academic achievement
Hauspie, C., Schelfhout, S., Dirix, N., Fonteyne, L., Szmalec, A., & Duyck, W. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102186 · Cited by 10 · see citing works
Foreign adolescents living in Portugal: Quality of life and school experiences
Guedes, F. B., Cerqueira, A., Gaspar, S. M. D. S., Gaspar, T., Calado, P., & de Matos, M. G. (2021) · Journal of Community Psychology · doi:10.1002/jcop.22625 · Cited by 5 · see citing works
Deskripsi Kemampuan Literasi Matematis Siswa Ditinjau dari Perbedaan Gender
Bernard, B., Sahid, S., & Sakinah, N. (2022) · Issues in Mathematics Education (IMED) · doi:10.35580/imed32235 · Cited by 4 · see citing works
Low academic achievement as a predictor of test anxiety in secondary school students
Veríssimo, L., Dias, P., Santos, D., & Carneiro, A. (2022) · Neuropsychiatrie de l'enfance et de l'adolescence · doi:10.1016/j.neurenf.2021.12.002 · Cited by 4 · see citing works
Verešová, M., & Foglová, L. (2016) · The European Proceedings of Social & Behavioural Sciences · doi:10.15405/epsbs.2016.11.91 · Cited by 4 · see citing works
Early Detection of At-Risk Undergraduate Students through Academic Performance Predictors
Rowtho, V. (2017) · Higher Education Studies · doi:10.5539/hes.v7n3p42 · Cited by 4 · see citing works
“, 2013); Gender differences (Carvalho, 2016); and Negative justice contact and school expulsion (Robison et al.”
BackgroundCOVID-19 and Gender Effects on Dental Students' Preclinical Performance
Alkadi, L., Farook, F. F., Alghilan, M. A., Alfadley, A. A., & Jamleh, A. O. (2024) · The Open Dentistry Journal · doi:10.2174/0118742106339785241010122204 · Cited by 3 · see citing works
Prosocial Behavior and School Performance in the Transition to Adolescence: A Multicultural Study
Cirimele, F., Pastorelli, C., Bornstein, M. H., Zuffianò, A., Remondi, C., Gerbino, M., Bacchini, D., Giunta, L. D., Oburu, P., Skinner, A. T., et al. (2025) · Applied Developmental Science · doi:10.1080/10888691.2025.2498747 · Cited by 4 · see citing works
Coșa, L. E., & Cernat, V. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1650271 · Cited by 3 · see citing works
“Gender dierences also emerge, with evidence suggesting girls’ superior impulse control may contribute to stronger academic outcomes (Carvalho, 2016).”
Suárez-Cano, L., Bernal-Ballén, A., & Martínez, J. J. B. (2023) · Sportis Scientific Journal of School Sport Physical Education and Psychomotricity · doi:10.17979/sportis.2023.9.2.9520 · Cited by 4 · see citing works
Huang, C., Shi, J., & Zeng, X. (2023) · SAGE Open · doi:10.1177/21582440231216262 · Cited by 3 · see citing works
“…variance was much larger than that of girls (Baye & Monseur, 2016), comparing only the overall gender difference might magnify the ‘‘boy’s crisis’’ by ignoring the high-scoring boys’ advantage (Carvalho, 2016; Zhu et al., 2018) and it is necessary to compare gender differences across score levels.”
BackgroundGender and socioeconomic perspectives on students’ emotional well-being during the COVID-19 pandemic
Christensen, J. H. (2024) · Research in Comparative and International Education · doi:10.1177/17454999241265966 · Cited by 3 · see citing works
“These gender-based emotional differences may also have in fl uence on their educational experiences and outcomes (Carvalho, 2016; Else-Quest et al., 2006).”
Emotion regulation motives in adolescence shape regulatory strategy use
Shao, S., Nie, Q., Teng, Z., Blain, S. D., & Wang, X. (2024) · Journal of Adolescence · doi:10.1002/jad.12416 · Cited by 6 · see citing works
Mawson, H., Crone, D., James, D., Parker, A., & Cropley, B. (2020) · World Leisure Journal · doi:10.1080/16078055.2020.1767190 · Cited by 3 · see citing works
“Given that the SLUK Level 2 qualification is largely delivered in formal educational establishments, the current trend of females out-performing their male counterparts in academic achievement (cf., Carvalho, 2016) may also be evident here.”
BackgroundShariat, R., Seol, S., & Lenskiy, A. A. (2023) · IEEE Transactions on Education · doi:10.1109/te.2022.3232383 · Cited by 3 · see citing works
“Moreover, they show signs of higher achievement and over-all satisfaction and less frequent personal behavioral problems compared to males at school [42].”
BackgroundThe Impact of Covid-19 on Online Final Exam Scores Among Computer Science Students
Wójcik, J., & Rataj, M. (2022) · European Conference on Knowledge Management · doi:10.34190/eckm.23.2.644 · Cited by 3 · see citing works
Exploring high school students’ inquiry skills level and regional differences in STEM learning
Xu, Z., & Chan, M. H. (2025) · Research in Science & Technological Education · doi:10.1080/02635143.2025.2586627 · Cited by 2 · see citing works
Winarso, W., Alsa, A., & Khilmiyah, A. (2022) · Academic Journal of Interdisciplinary Studies · doi:10.36941/ajis-2022-0164 · Cited by 2 · see citing works
“Gender differences have been studied as predictors of affective and cognitive aspects in Mathematics education studies (Carvalho, 2016).”
BackgroundJiang, M. (2023) · International Journal of Linguistics and Translation Studies · doi:10.36892/ijlts.v4i4.399 · Cited by 4 · see citing works
“…differences exist in achievement emotions, elaboration strategies, academic achievement as well as the relationships between these constructs (Carvalho, 2016; Chang, 2007; Denies et al., 2022; Weis et al., 2013), indicating that gender differences need to be specified if we are to understand…”
BackgroundThe Big Five Personality Traits and School Achievements of Children: The Role of Gender
Nikel, Ł. (2023) · Psychologia Rozwojowa · doi:10.4467/20843879pr.22.025.18084 · Cited by 2 · see citing works
Does Studying Latin in Secondary Education Predict Study Achievement in Academic Higher Education?
Hauspie, C., Schelfhout, S., Dirix, N., Fonteyne, L., Janse, M., Szmalec, A., Vereeck, A., & Duyck, W. (2024) · Language Learning · doi:10.1111/lang.12639 · Cited by 2 · see citing works
“…prominent demographic predictor of academic achievement: There is a longstanding history in the literature of demonstrating a pervasive female advantage in school performance, starting at the elementary level and ending at the university level (Carvalho, 2016; Su et al., 2009; Voyer & Voyer, 2014).”
Students’ Characteristics and Teachers’ Estimates about Their Academic Achievement
Carvalho, R. G. G., & Abreu, C. C. (2018) · Paidéia (Ribeirão Preto) · doi:10.1590/1982-4327e2808 · Cited by 2 · see citing works
Self-citationPiuk, J., & Macuka, I. (2019) · Psihologijske teme · doi:10.31820/pt.28.3.9 · Cited by 2 · see citing works
“…angažiranosti, ustrajnosti i sl. Djevojke su obično upornije (Kenney-Benson i sur., 2006), sklonije su tražiti pomoć (Ryan, Shim, Lampkins-Thando, Kiefer i Thompson, 2009), posjeduju više razine samokontrole (Carvalho, 2016) te su angažiranije u nastavi (Vecchione, Alessandri i Marsicano, 2014).”
BackgroundNikčević-Milković, A., & Vorkapić, S. T. (2020) · Psihologijske teme · doi:10.31820/pt.29.3.1 · Cited by 2 · see citing works
Dunkel, C. S., & Madison, G. (2022) · Intelligence · doi:10.1016/j.intell.2022.101628 · Cited by 2 · see citing works
Cubillos, C., Roncagliolo, S., Cabrera‐Paniagua, D., & Vicari, R. M. (2024) · Behavioral Sciences · doi:10.3390/bs14060488 · Cited by 1 · see citing works
Effects of Adverse Childhood Experiences on Creativity from Life History Theory
Sun, S., Yu, Q., Ding, J., Shi, Y., Zhou, W., Liu, H., Zhao, Q., & Dang, J. (2024) · The Journal of Creative Behavior · doi:10.1002/jocb.1510 · Cited by 1 · see citing works
Gendered achievement patterns in undergraduate education: evidence from a bachelor’s program
Johansen, M. O., Lea, K. E., & Eide, H. M. K. (2026) · BMC Research Notes · doi:10.1186/s13104-026-07788-5 · Cited by 1 · see citing works
Analysis of Student Mathematical Anxiety Based on Gender and Educational Infrastructure
al., N. H. M. E. (2021) · Türk bilgisayar ve matematik eğitimi dergisi · doi:10.17762/turcomat.v12i3.2010 · Cited by 1 · see citing works
“This feeling causes students to avoid and refuse to study mathematics and even hate it (Carey et al., 2019; Carvalho, 2016; Gresham & Burleigh, 2019; Olson & Stoehr, 2019).”
BackgroundChunlei, G., Zou, J., Zheng, L., & Yuan, A. (2024) · School Effectiveness and School Improvement · doi:10.1080/09243453.2024.2417048 · Cited by 2 · see citing works
“In this study, it was discovered that females scored higher on these tests than their male peers, which aligns with the results of studies carried out in various nations (Carvalho, 2016).”
Does Gender Matter in Secondary Students' Cognitive Engagement and Academic Achievement in China?
Yangyang, Z., Ghani, M. F. A., & Hoque, K. E. (2025) · Psychology in the Schools · doi:10.1002/pits.70023 · Cited by 1 · see citing works
“Gender differences in academic performance among adolescents have been acknowledged (Carvalho 2016).”
InfluentialPersonalidad del estudiante exitoso. // The personality of successful student
Alvarado-Ochoa, W., González-Gordillo, W., Fontaines-Ruíz, T., Nieto, R. M. S., & Blacio-Aguilar, G. (2018) · Ciencia Unemi · doi:10.29076/issn.2528-7737vol10iss25.2017pp89-96p · Cited by 1 · see citing works
THE INFLUENCE OF ORGANIZATIONAL ACTIVITIES ON MEDICAL STUDENTS’ ACADEMIC ACHIEVEMENT
Yashinta, Y. A., Utomo, B., & Prihatanto, F. S. I. (2018) · Jurnal Pendidikan Kedokteran Indonesia The Indonesian Journal of Medical Education · doi:10.22146/jpki.39116 · Cited by 1 · see citing works
Ramadhan, A. N., Subali, B., & Cahyani, F. N. (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1241/1/012021 · Cited by 1 · see citing works
Cell phones and grades: examining mediation by perceived control and anxiety
Krylova, M. V., Dryden, R. P., Perry, R. P., Chipperfield, J., Hamm, J. M., Clifton, R., Hladkyj, S., & Parker, P. C. (2020) · Social Psychology of Education · doi:10.1007/s11218-020-09581-z · Cited by 2 · see citing works
“As well, research continues to show gender difference in students’ academic outcomes with females generally outperforming males (Carvalho 2016; Steinmayr et al.”
BackgroundMulbar, U., Nasrullah, N., & Yulinar, Y. (2022) · Issues in Mathematics Education (IMED) · doi:10.35580/imed32231 · Cited by 1 · see citing works
Soppe, K. F. B. (2022) · doi:10.33540/1069 · Cited by 1 · see citing works
Sharma, S., & Sengupta, N. (2025) · SSRN Electronic Journal · doi:10.2139/ssrn.5671642 · Cited by 1 · see citing works
Shaikhina, D. (2017) · Nazarbayev University Repository (Nazarbayev University)
Rendimiento académico y miedo. Un estudio exploratorio
Martínez-Garrido, C., & Lange, R. (2019) · Profesorado Revista de Currículum y Formación del Profesorado · doi:10.30827/profesorado.v23i4.11722
Jochimek, M., Łada‐Maśko, A., & Lipowski, M. (2020) · doi:10.21203/rs.3.rs-107008/v1
“An example of this kind of mediator is disconstraint [15].”
BackgroundSladká, D. (2021) · Czech Sociological Review · doi:10.13060/csr.2021.004
“Dívky si vedou lépe v subjektivně hodnoceném prospěchu [Carvalho 2016], ve školních známkách [Freudenthaler, Spinath, Neubauer 2008; Van Houtte 2004] a ve čtenářské gramotnosti [Eurydice 2011; OECD 2015].”
Nortey, S. O., Amoanyi, R., Donkor, E. E., & Ngussa, B. M. (2022) · EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES · doi:10.46606/eajess2022v03i06.0249
Motivation for Online Education of Members of Gen Z Based on their Gender
Černíková, I., & Šnýdrová, I. (2023) · Lifelong Learning · doi:10.11118/lifele20231301007
Khasanah, I., Abidin, Z., & Faradiba, S. S. (2023) · Jurnal Cendekia Jurnal Pendidikan Matematika · doi:10.31004/cendekia.v7i2.1923
“Hal tersebut dapat berarti tingkat kemampuan intelektual siswa laki-laki dan perempuan pada prestasi matematika adalah sama (Carvalho, 2016).”
BackgroundASSESSING THE PERFORMANCE OF STUDENTS WITH DIFFERENT BACKGROUND AND STUDYING CERAMICS
Nortey, S. O., Amoanyi, R., & Donkor, E. E. (2023) · JADECS (Journal of Art, Design, Art Education and Culture Studies)/Media, Seni dan Desain · doi:10.17977/um037v8i12023p1-13
Assessment of the Academic Motivation Level of Freshmen Education Students
Casinillo, J. (2025) · Journal of interdisciplinary perspectives · doi:10.69569/jip.2025.538
Mol, H., & van den Hoven, M. (2022) · Figshare · doi:10.6084/m9.figshare.19359645
Jalili, Z., Rahmani, F., Musavi, S., & Vahidi, M. (2026) · Research Square · doi:10.21203/rs.3.rs-10093015/v1
Gignac, G. E. (2026) · Intelligence · doi:10.1016/j.intell.2026.102073
- Authors
- Carvalho, R. G. G.
- Affiliations
- University of Lisbon (PT)
- Corresponding author
- Carvalho, Renato Gil Gomes
- Venue
- Personality and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2016-05
- Volume
- 94
- Pages
- 54-58
- ISSN
- 0191-8869 (ISSN-L)
- OpenAlex
- W2269949994
- Cited by
- 92
- References
- 29
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 8 · 2023: 14 · 2022: 15 · 2021: 9 · 2020: 13 · 2019: 10 · 2018: 7 · 2017: 4 · 2016: 2
- FWCI
- 10.92
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Personality and Individual Differences (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Clinical Psychology › Personality Traits and Psychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Keywords
- gender differences, academic performance, personality, aggression, mediation, adolescents, behavioral problems, school satisfaction, non-intellectual factors
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
