Correction to: The gender similarities hypothesis: insights from a multilevel analysis of high‑stakes examination results in mathematics

Ian Cantley*, James McAllister

*Corresponding author for this work

Research output: Contribution to journalComment/debatepeer-review

Abstract

In the version of this article originally published, several words that are needed for adequate interpretation of the text in the second sentence of the third paragraph under the Limitations and Future Directions section are missing. 

Specifcally, the sentence should read as follows: However, there is scope to classify the various items on the assessment units into cognitive domains (e.g., knowledge, application, reasoning, problem-solving) rather than content domains, to facilitate an analysis of gender diferentials in cognitive domain-specifc achievement. The original article has been corrected.

Original languageEnglish
Pages (from-to)497
Number of pages1
JournalSex Roles
Volume85
Issue number7-8
Early online date16 Aug 2021
DOIs
Publication statusPublished - Oct 2021

Bibliographical note

Publisher Copyright:
© 2021 Springer Science+Business Media, LLC, part of Springer Nature

ASJC Scopus subject areas

  • Gender Studies
  • Social Psychology
  • Developmental and Educational Psychology

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