Gender and Racial Differences in Noncognitive Constructs and Their Relationships With NAEP Performance

• In Event: Noncognitive Constructs and Academic Outcomes: Using NAEP Data to Understand Differences in Achievement

Abstract

Building upon the exploratory results from the first study, we used regression models with interaction terms to examine the relationship between noncognitive constructs and performance and whether the relationship varies by student characteristics such as gender or race, using the 2019 NAEP data.

As examples, figures 1 and 2 show the existence of interaction and no interaction of gender on the persistence in learning and academic self-discipline in predicting grade 4 mathematics, respectively. Tables 1 through 7 show the regression results of seven noncognitive constructs on grades 4 and 8 reading and mathematics performance with interaction. The findings show that all the noncognitive constructs are positively associated with student performance across grades and subjects after controlling for gender, race, and NSLP, respectively, except motivation to meet performance goals, which is negatively related to grade 4 reading and mathematics outcomes.

Gender differences
The association between enjoyment of complex problems and reading and mathematics performance is stronger for males than females in both grades. While the relationship between persistence and reading and mathematics performance is stronger for males than females in grade 4, there are no gender differences in grade 8. The gender difference for academic self-discipline related to performance only exists for grade 8 mathematics and is stronger for females than males. The association between confidence in reading knowledge/skills and reading performance is stronger for males than females, but this relationship is only observed in grade 4 mathematics. While mathematics interest relating to mathematics performance is stronger for males than females, reading interest relating to reading performance is stronger for females than males in both grades.

Racial differences
The relationships between persistence and motivation to meet mastery goals with performance are stronger for black students than white students in grade 4, but the opposite in grade 8, i.e., stronger for white than black students. These relationships are stronger for white than black students across grades and subjects for academic self-discipline, enjoyment of complex problems, and confidence in knowledge/skills. The relationship between confidence in knowledge/skills and performance is stronger for Asian than white students across grades and subjects. The relationship for motivation to meet mastery goals is stronger for students of Hispanic ethnicity and other races than for white students in grade 4, but the opposite in grade 8. The relationship for confidence in knowledge/skills is stronger for Hispanic students than for white in reading performance but the opposite in mathematics.

SES differences
The relationships between persistence and motivation to meet mastery goals and performance are stronger for NSLP eligible than ineligible students in grade 4, but the opposite in grade 8. The relationship for the enjoyment of complex problems is stronger for NSLP ineligible than eligible students across grades and subjects.

These findings shed light on understanding how these constructs relate to performance and whether these relationships vary by gender, race, and socioeconomic status. Further research is needed to know why these differences exist and how these relationships and differences can guide teaching and improve equity in learning.

Authors

• Grace Ji Cheng, American Institutes for Research
  Presenting Author

• Alison Filbey, American Institutes for Research
  Non-Presenting Author

• Yan Wang, American Institutes for Research
  Non-Presenting Author