Research does not support the saying, “A boy is a boy.”

Summary: Research shows that there are not many “girls” or “boys.”

A source: University of Helsinki

A research article published in the journal European Journal of Personality In a particular domain, for example, girls and boys who are like girls and boys in terms of prices are, on average, more than other domains in terms of personality.

Gender differences in personality, values, school grades, cognitive abilities, and educational pathways were studied among Finnish adolescent graduates.

“As a rule, there were no prototype boys or girls. For example, children who are very childish may not be as childlike in terms of values, school grades, educational background or cognitive profile, ”said Ville Ilmarinen, a doctoral researcher at the Swedish School of Social Sciences. University of Helsinki.

“At the individual level, some children are more like children in more than one way, but there are no general population-level trends that believe in the phrase ‘boys will be boys.’ Children may be very childish in some areas, such as their grades, but not in other areas, such as personality, values, or cognitive performance. In addition, there are many children who do not value children. ”

Gender diagnostics was used to determine the virginity and masculinity of different domains.

Gender is most evident in the classroom

The largest gender differences were observed in the graduating classes. Based on the estimates, it was possible to predict the sex of people with 77.5% accuracy. Only an estimate gives a 50% probability.

In other regions, the forecast strength was 60-70%. Decrease in accuracy: applications for personality, values, elective subjects, cognitive abilities and secondary education.

“We have also found that boys have more differences in values, cognitive abilities and values ​​than boys or girls. This means that the two randomly selected boys differ in their childhood qualities in these areas, and how much the two randomly selected girls have similar virginity, ”said Ilmarinen.

Studies have shown that the areas or domains that a person studies are important in drawing conclusions about femininity and masculinity, as they often belong only to individual domains.

“At the same time, it has become clear that the biggest gender differences are in class profiles, not in personality or cognitive ability.”

The results show that the average girl and the average boy go a different way, at least in terms of the grades they receive in general education. However, like all other domains, this domain had girls and boys like boys.

Extensive data have allowed for a diverse study of gender differences

So far, much of the femininity and masculinity in different fields has not been studied. Now, there was a set of data suitable for such an examination.

“This study covered activities from different walks of life and was large and representative at an important stage of life,” said Ilmarinen.

Gender diagnostics was used to determine the virginity and masculinity of different domains. Image in public domain

The sample included just over 4,000 teenagers who had completed basic education in a large city in Finland. Their identities and values ​​were measured, and they underwent a cognitive test battery consisting of nine separate tests.

In addition, information was obtained on their grades (certificate of completion of basic education), elective subjects in lower secondary school and applications for lower secondary education.

“Our results can contribute to the discussion of gender issues in education, as well as to the general discussion of what is gender-normative and non-normative.”

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The study also aims to develop methods for calculating the male-female correlation and integrating them into the study of gender differences. The gender diagnostic method has been updated to use predictive techniques based on machine learning.

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Author: Christa Makinen
A source: University of Helsinki
The connection: Christa Makinen – University of Helsinki
Photo: Image in public domain

Original study: Closed access.
“Is there a gender factor g? Using a continuous measure of gender to assess gender differences in personality, values, cognitive abilities, school grades, and educational tracks” by Ville Ilmarin et al. European Journal of Personality


Abstract

Is there a gender factor? Use of gender-consistent measurements to assess gender differences in personality, values, cognitive ability, school grades, and education

Some of the most frequently asked research questions related to gender differences. Despite much progress, limited research has been conducted to date to examine whether there is a common gender structure that transcends different domains of human individuality.

To determine whether gender typicality is combined in one way or another with gender identity, we asked 16-year-old Finnish girls and boys (Are not = 4106) personality, values, cognitive abilities, academic achievement and way of learning. To this end, we have updated the gender diagnostic method aimed at predicting by cross-validation methods for more accurate assessment.

Pre-registered analysis shows that gender differences vary across domains (Ds = 0.15–1.48), detailed measurements such as class profiles may be more accurate in predicting gender (77.5%), and some final indices, such as overall cognitive ability, are not higher than possible (52). , 4%), and the gender correlation, although all positive, is very weak (moderate partial correlation, р´ = .09, range .03 – .34) to support the overall gender factor.

More research has shown that paying more attention to gender patterns can provide important insights into the role of genes in shaping people’s lives.

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