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Capella University *

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4600

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Psychology

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May 1, 2024

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docx

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Uploaded by DeaconNightingale3988 on coursehero.com

Airam Recendez Capella university Psych 4600 Assessment 1

Gender-identity and Final Grade Introduction The final class grade is used to measure a student's academic achievement and competency because it reflects how well they understand and absorb the subject. This thereby demonstrates their academic success. Although it is a popular misconception that companies do not request academic transcripts, they do review your academic performance, hence there could be differences in final grades between males and females. This examination of the research will explore the idea that psychological variations between the sexes also play a role in final grades, in addition to gender. We will also look at personality features and sociocultural gender prejudices and how these affect behavior. Literature review Carvalho conducted research in 2016 to look into the possible relationship between gender and academic achievement and personality factors. There were about 350 teenagers in the research, ages 14 to 18. A range of instruments and questionnaires were utilized to gather the requisite information. A multivariate analysis of variance was used to show the personalities of the students. The absence of relationship between gender and academic success that the researchers found suggested a lack of self-control. Because there were so few variations between the genders, the results were not very conclusive. But the study also shed more light on the causes of the disparities in academic achievement between boys and girls.

It's common to overlook the psychological effects of personal problems on a student's academic achievement. An investigation into the academic achievement of boys and girls with developmental coordination disorder (DCD), a psychiatric disease, was carried out. To evaluate their results, the researchers examined almost 75,000 profiles from 17 different nations. The findings showed that boys with DCD have greater difficulties in the classroom than do girls. Additionally, they showed worse reading, math, and balancing skills, all of which were associated with a lower GPA throughout the course of the year (De Waal et al., 2018). This study's main goal was to investigate the differences between genders in academic achievement while taking sociocultural and psychological factors into account. According to Hadjar et al. (2014), socialization is linked to some common patterns and behaviors. They also highlighted that because of learning disabilities, boys are more likely than girls to enter school sooner. It's important to keep in mind that the educational system gives priority to some subjects, including reading and math. When youngsters begin their education can be influenced by this emphasis. Kupczynski et al. (2014) investigated the relationship between the gender characteristics of online learners and their final grades. 959 students from a university in Texas participated in the study. To explain the academic disparities between males and females, the researchers employed mediating factors in addition to the social identity theory as a foundation. The study came to the conclusion that achieving academic goals is highly influenced by gender identity. The researchers used ANCOVA, a combination of ANOVA and regression, to examine academic records and demographic data. Additionally, the study discovered an unusually substantial correlation—especially among struggling students—between gender and academic success.

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