Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/131210
Type: Thesis
Title: The Gender Conflict on Academic Performance and the Raven’s Progressive Matrices
Author: Ko, Li-Chuan
Issue Date: 2020
School/Discipline: School of Psychology
Abstract: The Raven’s Progressive Matrices (RPM) is a ubiquitous general intelligence measure, and many studies have found that on average males perform better than females on the RPM. Some have interpreted this as suggesting males have higher general intelligence. Since measured intelligence is the best predictor of academic performance (AP), the implication is that males will achieve better academically. However, many researches show the opposite: females perform better academically in general. Therefore, this study examined gender differences in intelligence and academic performances from 688 third-year psychology students (530 females and 158 males), with their ages ranging from 18-to-63 years old (M=23.9, SD=6.66 yrs), to explore this paradox. Moreover, we also studied other variables that are related to academic performance such as prior academic performances, emotional intelligence, verbal intelligence, and personality (Openness and Conscientiousness, in particular) in an attempt to resolve this conflict. Results showed that Conscientiousness influenced AP more in females whereas general intelligence affected AP more in males, which could be the two crucial factors in explaining the conflict. However, this is not the only explanation, so future studies are still required to identify other possible variables or reasons to resolve the conflict comprehensively.
Dissertation Note: Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 2020
Keywords: Honours; Psychology
Description: This item is only available electronically.
Provenance: This electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the author of this thesis and do not wish it to be made publicly available, or you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legals
Appears in Collections:School of Psychology

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