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Females show more sustained performance during test-taking than males

Author

Listed:
  • Pau Balart

    (Universitat de les Illes Balears)

  • Matthijs Oosterveen

    (Erasmus University Rotterdam)

Abstract

Females tend to perform worse than males on math and science tests, but they perform better on verbal reading tests. Here, by analysing performance during a cognitive test, we provide evidence that females are better able to sustain their performance during a test across all of these topics, including math and science (study 1). This finding suggests that longer cognitive tests decrease the gender gap in math and science. By analysing a dataset with multiple tests that vary in test length, we find empirical support for this idea (study 2).

Suggested Citation

  • Pau Balart & Matthijs Oosterveen, 2019. "Females show more sustained performance during test-taking than males," Nature Communications, Nature, vol. 10(1), pages 1-11, December.
    • Handle: RePEc:nat:natcom:v:10:y:2019:i:1:d:10.1038_s41467-019-11691-y
    DOI: 10.1038/s41467-019-11691-y
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    Cited by:

    1. Iago Portela-Pino & Myriam Alvariñas-Villaverde & Margarita Pino-Juste, 2021. "Socio-Emotional Skills as Predictors of Performance of Students: Differences by Gender," Sustainability, MDPI, vol. 13(9), pages 1-11, April.
    2. Kosha J. Mehta, 2022. "Effect of sleep and mood on academic performance—at interface of physiology, psychology, and education," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-13, December.
    3. Marianna Battaglia & Marisa Hidalgo-Hidalgo, 2020. "Non-Cognitive Skills and Remedial Education: Good News for Girls," Working Papers 20.10, Universidad Pablo de Olavide, Department of Economics.
    4. Clotilde Napp & Thomas Breda, 2022. "The stereotype that girls lack talent: A worldwide investigation," Post-Print halshs-03672465, HAL.
    5. Francesca Borgonovi & Alessandro Ferrara & Mario Piacentini, 2020. "From asking to observing. Behavioural measures of socio-emotional and motivational skills in large-scale assessments," DoQSS Working Papers 20-19, Quantitative Social Science - UCL Social Research Institute, University College London.
    6. Anaya, Lina & Iriberri, Nagore & Rey-Biel, Pedro & Zamarro, Gema, 2022. "Understanding performance in test taking: The role of question difficulty order," Economics of Education Review, Elsevier, vol. 90(C).
    7. Charness, Gary & Dao, Lien & Shurchkov, Olga, 2022. "Competing now and then: The effects of delay on competitiveness across gender," Journal of Economic Behavior & Organization, Elsevier, vol. 198(C), pages 612-630.
    8. Fenoll, Ainoa Aparicio & Moscarola, Flavia Coda & Zaccagni, Sarah, 2021. "Mathematics camps: A gift for gifted students?," Journal of Economic Behavior & Organization, Elsevier, vol. 191(C), pages 738-751.
    9. Ofek-Shanny, Yuval, 2024. "Measurements of performance gaps are sensitive to the level of test stakes: Evidence from PISA and a Field Experiment," Economics of Education Review, Elsevier, vol. 98(C).
    10. Kaiser, Tim & Oberrauch, Luis, 2021. "Economic education at the expense of indoctrination? Evidence from Germany," EconStor Preprints 245801, ZBW - Leibniz Information Centre for Economics.
    11. Griselda, Silvia, 2024. "Gender gap in standardized tests: What are we measuring?," Journal of Economic Behavior & Organization, Elsevier, vol. 221(C), pages 191-229.
    12. Silvia Griselda, 2020. "Different Questions, Different Gender Gap: Can the Format of Questions Explain the Gender Gap in Mathematics?," 2020 Papers pgr710, Job Market Papers.
    13. Giorgio Brunello & Angela Crema & Lorenzo Rocco, 2021. "Some Unpleasant Consequences of Testing at Length," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 83(4), pages 1002-1023, August.
    14. Clotilde Napp & Thomas Breda, 2022. "The stereotype that girls lack talent: A worldwide investigation," PSE-Ecole d'économie de Paris (Postprint) halshs-03672465, HAL.
    15. Haomin Zhang & Xi Cheng & Liuran Cui, 2021. "Progress or Stagnation: Academic Assessments for Sustainable Education in Rural China," Sustainability, MDPI, vol. 13(6), pages 1-12, March.
    16. Ahmed F. Fasfous & María Nieves Pérez-Marfil & Francisco Cruz-Quintana & Miguel Pérez-García & Hala R. Al-Yamani & Manuel Fernández-Alcántara, 2021. "Differences in Neuropsychological Performance between Refugee and Non-Refugee Children in Palestine," IJERPH, MDPI, vol. 18(11), pages 1-13, May.
    17. Jembee Ledesma & Joji Linaugo, 2023. "Mathematics Anxiety, Resiliency, and Chemistry Performance of Grade 9 Students," Technium Social Sciences Journal, Technium Science, vol. 42(1), pages 49-62, April.

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