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Differential gender performance on math assessment
has received continuing attention in the United
States. However, research on math gender differences
has been thwarted by the lack of rigorous methodology
and the lack of generalizable findings. This book,
investigates the math gender issue among fifteen-year
olds in the U.S, using multi-year data from the
Programme for International Student Assessment
(PISA), one of the largest international comparison
studies. The analyses take advantage of advanced
measurement models such as item response models,
latent regression models, and mixture models. The
results shed light on how various cognitive and
noncognitive (i.e., interests, motivation, learning
strategies) factors underlie the differential math
performance between males and females. This book
should be helpful to researchers interested in math
gender research and also to researchers interested in
the application of advanced measurement models in
educational and psychological research.
has received continuing attention in the United
States. However, research on math gender differences
has been thwarted by the lack of rigorous methodology
and the lack of generalizable findings. This book,
investigates the math gender issue among fifteen-year
olds in the U.S, using multi-year data from the
Programme for International Student Assessment
(PISA), one of the largest international comparison
studies. The analyses take advantage of advanced
measurement models such as item response models,
latent regression models, and mixture models. The
results shed light on how various cognitive and
noncognitive (i.e., interests, motivation, learning
strategies) factors underlie the differential math
performance between males and females. This book
should be helpful to researchers interested in math
gender research and also to researchers interested in
the application of advanced measurement models in
educational and psychological research.