This study capitalizes on response and process data from the computer‐based TIMSS 2019 Problem Solving and Inquiry tasks to investigate gender differences in test‐taking behaviors and their association with mathematics achievement at the eighth grade. Specifically, a recently proposed hierarchical speed‐accuracy‐revisits (SAR) model was adapted to multiple country‐by‐gender groups to examine the extent to which mathematics ability, response speed, revisit propensity, and the relationship among them differ between boys and girls. Results across 10 countries showed that boys responded to items faster on average than girls, and there was greater variation in boys’ response speed across students. A mixture distribution of revisit propensity was found for all country‐by‐gender groups. Both genders had moderate to strong negative correlations between mathematics ability and response speed, supporting the speed‐accuracy tradeoff pattern reported in the literature. Results are discussed in the context of low‐stakes assessments and in relation to the utility of the multiple‐group SAR model.

中文翻译：

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使用多组分层速度-准确度-重访模型检查 TIMSS 2019 中的性别差异

本研究利用基于计算机的 TIMSS 2019 问题解决和探究任务的响应和处理数据来调查应试行为中的性别差异及其与八年级数学成绩的关系。具体来说，最近提出的分层速度准确率重访（SAR）模型适用于多个国家/地区的性别群体，以检查男孩和女孩之间的数学能力、反应速度、重访倾向以及它们之间的关系的差异程度。 10 个国家的结果显示，男孩对项目的平均反应速度比女孩快，而且不同学生之间男孩的反应速度差异更大。我们发现所有国家/地区的性别群体的重访倾向均呈混合分布。两种性别的数学能力和反应速度之间都存在中等到强的负相关，这支持了文献中报道的速度-准确度权衡模式。结果在低风险评估的背景下以及与多组 SAR 模型的实用性相关的讨论。