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Research shows that gender gaps tend to exist in motivational-affective student factors in core subjects such as math, science or reading, where one gender is stereotypically disadvantaged. These gaps at the primary and secondary school levels can consequently lead to differences in achievement, as well as gaps in track choice and career preference. Investigating strategies that could narrow this gap between students is a crucial step towards reducing gender differences in educational contexts. In this study, we aim to conduct a meta-analysis on intervention studies that target student motivational-affective factors, in order to assess if these interventions have differential effects for the stereotypically disadvantaged gender (e.g., males in reading/language arts and females in STEM) and stereotypically non-disadvantaged gender in a given academic domain. We additionally plan to evaluate potential moderator variables that might influence these effects. After conducting a systematic database search and screening abstracts for inclusion, the theoretical and methodological characteristics of included studies will be coded and effect sizes prepared for analyses. Meta-analytic methods will then be used to evaluate the gender-specific effects of these intervention studies, as well as the effects of potential moderator variables.

Background: Previous research repeatedly illustrated that reading comprehension is essential for learning science and performances in both domains correlate highly. Since dyslexic students show impairments in reading comprehension, it seems reasonable to assume that this group also struggles to perform in other academic domains, such as science. As language in science is characterized by linguistic complexity, the question arises whether dyslexic students can be supported by reducing the linguistic complexity. Aims and sample: To address this lacuna, we aim to investigate in this registered report whether dyslexic students benefit more from linguistic simplification in science than their non-dyslexic peers. Methods and hypothesis: In an experimental study, we will present students with science items in an original version that is inspired by academic language and a linguistically simplified version. We hypothesize that all students will benefit from simplification, but that dyslexic students will benefit to a higher degree. We will analyse our data by applying a multilevel logistic regression model.

In the present research, we investigated the relation between changes in students’ state self-control capacity and their motivational test-taking effort over the course of an achievement test. Thereby, we considered trait self-control as a major predictor of achievement-related behavior as a covariate. N = 1,840 apprentices repeatedly rated their state self-control capacity and the test-taking effort they invested while working on a 140-minute achievement test in mathematics and science. Using growth curve analyses, our results revealed correlated decreases in state self-control capacity and the test-taking effort invested over the course of the test. Furthermore, we found that trait self-control helped to keep state self-control capacity and test-taking effort at a higher level over the course of the test. Our results support the assumption of the process model of self-control that waning self-control capacity is reflected in reduced motivational effort. Furthermore, our findings provide evidence that self-control might play a crucial role in students’ test-taking behavior in large-scale assessment studies. By modeling changes in state self-control capacity and effort investment while considering trait self-control, we provide an alternative approach for investigating self-control-dependent processes and the underlying mechanisms of self-control in achievement situations.