Sex Differences in Underachievement and Social-Emotional Functioning of High-Ability Students

• In Event: Diverse Populations and Psychosocial Skills

Abstract

This study investigated sex differences among academically achieving and underachieving high-ability students in the Netherlands. This study explores general and domain-specific underachievement and examines social-emotional characteristics in achieving and underachieving boys and girls. Data from 280 Dutch students show sex differences in intelligence and academic achievement. Girls outperform boys in language arts and STEM, while boys demonstrate higher general intelligence. Underachievement rates are higher in boys across subjects. Underachievers reported lower willingness to exert cognitive effort, achievement motivation, social-emotional wellbeing, academic self-concept, and self-directed learning than achievers. Both male and female underachievers exhibit similar social-emotional characteristics, indicating the need for interventions targeting these factors regardless of sex.

Authors

• Ophélie Allyssa Desmet, Ball State University

• Tammy Jean Byrd, Purdue University

• Marjolijn van Weerdenburg, Radboud University Nijmegen

• Mariska Poelman, Radboud University Nijmegen