Different expectations in boys and girls in a written test

In this article, we reproduce the results of the following research paper:

Ardura, D. y Galán, A. (2020). Calibración del resultado de una prueba escrita en estudiantes de ciencias de secundaria: el efecto del sexo. Revista de Investigación Educativa, 38(2), 329-344.

During  the  last  decades,  important  sex  differences  have  been  found  in  the  context  of  science  education.  Besides,  self-assessment  is  crucial  to  the  cycle  of  self-regulated  learning  and, consequently, to students’ performance. The main goal of the present investigation is to analyze secondary school students’ metacognition and, in particular, the effect of gender. To this aim, a sample of 487 students took part in our study. Our analyses show that girls are more accurate than boys in their predictions, despite the latter being more confident. A general tendency  towards  overestimations  has  been  found  for  both  sexes.  Moreover,  high-achieving  students tend to be more precise and underestimate their performance, while low-achieving students tend to be less precise and overestimate their grade in the test. Although this effect was found in both sexes, the effect size was larger in the case of girls. In light of the results, high-achieving students make a better use of self-generated feedback than low-achievers. Sex differences  in  calibration  could  be  explained  by  the  different  attitudes  and  motivations  of boys and girls towards science.