The extent of sex differences in psychological traits is vigorously debated. We show that the overall sex difference in the pattern of adolescents' achievement and academic attitudes is relatively large and similar across countries. We used a binomial regression modeling approach to predict the sex of 15 and 16 year olds based on sets of academic ability and attitude variables in three cycles of the Programme for International Student Assessment (PISA) data (N = 969,673 across 55 to 71 countries and regions). We found that the sex of students in any country can be reliably predicted based on regression models created from the data of all other countries, indicating a common (universal) sex-specific component. Averaged over three different PISA cycles (2009, 2012, 2015), the sex of 69% of students can be correctly classified using this approach, corresponding to a large effect. Moreover, the universal component of these sex differences is stronger in countries with relative income equality and women's participation in the labor force and politics. We conclude that patterns in academic sex differences are larger than hitherto thought and appear to become stronger when societies have more socioeconomic equality. We explore reasons why this may be the case and possible implications.

中文翻译：

---

发达国家学生的特定性别学术能力和态度模式

心理特征的性别差异程度引起了激烈的争论。我们表明，青少年成就模式和学业态度的总体性别差异相对较大，而且各国相似。我们使用二项式回归建模方法，根据国际学生评估计划 (PISA) 数据（55 至 71 个国家/地区的 969,673 人）的三个周期中的学术能力和态度变量集，预测 15 岁和 16 岁学生的性别。地区）。我们发现，根据所有其他国家/地区的数据创建的回归模型，可以可靠地预测任何国家/地区学生的性别，这表明存在共同（普遍）的性别特定成分。三个不同的 PISA 周期（2009、2012、2015）的平均值，69% 的学生的性别可以使用这种方法正确分类，对应大的影响。此外，在收入相对平等和妇女参与劳动力和政治的国家中，这些性别差异的普遍性更强。我们得出的结论是，学术性别差异的模式比迄今为止认为的要大，并且当社会具有更多的社会经济平等时，这种模式似乎变得更加强大。我们探讨了可能出现这种情况的原因和可能的影响。