Gender Differences in Intelligence and Achievement in Gifted Spanish Children

Bibliographic Data

ID15413554
AuthorsLuz Pérez Sánchez (GlaxoSmithKline (Spain), corresponding author), Jesús A Beltrán Llera, Coral González Barbera (0000-0002-1947-6303), Javier Adrados Cuesta
Year2007
Volume22
Issue2
Pages96-104
Publication date2007-12-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueGifted and Talented International (JOURNAL)
Journal identifiersISSN: 1533-2276 • E-ISSN: 2470-9565
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15332276.2007.11673500
OpenAlexW2562330926
LanguageEN
References cited26

The purpose of this investigation is to determine whether there are gender differences in intelligence and achievement among gifted Spanish children. The sample is made up of 110 students of high ability (42 girls and 68 boys) coming from various Spanish educational centers and selected to attend an enrichment program. Their age ranged between 6 and 16 years. Data relating to the administration of the WISC-R and achievement in their school were amalgamated. The results reveal some signifi cant differences in intelligence and achievement. Girls scored higher than boys in Performance IQ and Full Scale IQ, whereas boys scored higher in achievement. Differences were also noted in terms of function and educational level. Secondary students performed better than those in primary education

Academic achievement · Developmental psychology · Mathematics education · Cognitive Abilities and Testing · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Psychology

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