Gender Differences in Explaining Grades Using Structural Equation Modeling

Abstract

This study examined the differential impacts of SAT scores and high school rank, college academic level, motivational variables, and self-regulatory variables in explaining variance in the academic achievement of male and female collegians using structural equation modeling and multiple groups analyses. Significantly, in light of earlier research, we found no gender differences. Structural equation modeling accounted for 65% of the variance on cumulative GPA for females and 58% for males. Several effects in the model were of interest, such as the effects of the SAT-Verbal, high school rank, and motivation on other variables in the model.

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