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Gender Differences among Self-Assessments, Teacher Ratings, Grades, and Aptitude Test Scores for a Sample of Students Attending Rural Secondary Schools

California State University, Long Beach

Jean Wilson Houck

California State University, Long Beach

For a sample of 222 high school students (124 females and 98 males) enrolled in rural Appalachian schools, gender differences were examined in self-assessments, teacher ratings, and grades in the prediction of verbal reasoning and numerical ability test scores. The results of separate stepwise regression analyses revealed that for females, teacher assessments of ability and grades in English were valid predictors of both verbal and numerical performance (R²_c = .36 and .25, respectively); for males, teacher ratings of obtaining the correct solution to a task, self-assessments, and GPA contributed jointdy to test performance (verbal, R²_c = .47; numerical, R²_c = .45).

Educational and Psychological Measurement, Vol. 55, No. 5, 743-752 (1995)
DOI: 10.1177/0013164495055005005


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