Research has examined how standardized tests give rise to gender differences in English and STEM attainment, but little research has explored gender differences in classroom‐based attainment and the degree to which these correspond to differences in school‐related attitudes. To explore the extent to which gender‐achievement gaps in classroom‐based performance parallel differences in self‐perceptions and scholastic attitudes. An independent sample of first (n = 187, age 11–12, Study 1) and second‐year students (n = 113, age 12–13, Study 2) from a UK comprehensive secondary school completed a questionnaire measuring academic mindset, self‐efficacy, self‐concept, competence beliefs, personal and social self‐esteem, and endorsement of gender‐subject and career stereotypes. Responses were then matched to their respective classroom grades in English, mathematics, science, and computing. Girls outperformed boys in English in their first year but reported lower global self‐esteem and greater endorsement of science‐career stereotypes. Conversely, girls outperformed boys in mathematics in their second year, but paradoxically reported lower self‐concept and competence beliefs in mathematics and science, and higher competence beliefs in English. Across both studies, mindset, self‐efficacy, competence beliefs, and social self‐esteem were positively related to English attainment; academic self‐efficacy was positively related to mathematics attainment; and mindset, self‐efficacy, self‐concept, and competence beliefs were positively related to science attainment. Gender‐achievement gaps in classroom‐based academic attainment are complex and highly nuanced; they appear to vary between school subjects across years and may not correspond with similar differences in self‐perceptions and scholastic attitudes.

中文翻译：

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学历方面的性别差异是否与学业态度相对应？在英国中学进行的探索性研究

研究已经研究了标准化测试如何导致英语和STEM成就方面的性别差异，但是很少有研究探索基于课堂的成就方面的性别差异以及这些差异对应于学校态度的差异的程度。探讨在课堂表现中性别成就差距在多大程度上平行于自我感知和学术态度的差异。第一名（n  = 187，11-12岁，研究1）和第二年级（n = 113，年龄12-13岁，研究2）来自英国一所综合中学，完成了一份问卷，该问卷测量了学业态度，自我效能，自我概念，能力信念，个人和社会自尊以及对性别，职业的认可刻板印象。然后将答案与各自的英语，数学，科学和计算机课堂成绩相匹配。在英语学习的第一年中，女孩的表现优于男孩，但据报告，其全球自尊心较低，并且对科学职业的刻板印象得到了更多的认可。相反，女孩在第二年的数学成绩优于男孩，但自相矛盾的是，他们在数学和科学方面的自我概念和能力信念较低，而在英语方面的能力信念较高。在这两项研究中，心态，自我效能感，能力信念，社会自尊与英语素养成正相关；学业自我效能感与数学素养成正相关；思维方式，自我效能感，自我概念和能力信念与科学素养成正相关。课堂学习成绩方面的性别成就差距是复杂且细微的。它们似乎在多年间因学校科目而异，并且可能与自我知觉和学业态度的相似差异不符。