TABLE 2.
Unadjusted gender-disparities before and after the reform on standardized test performance, subject-specific self-concept and interest, and school-related stress and health.
| b G9 | SE | p | b G8 | SE | p | Δ b | SE | p | |
| Standardized test performance | |||||||||
| Biology | 18.84 | 5.80 | 0.001 | 18.61 | 6.10 | 0.003 | 0.23 | 8.85 | 0.975 |
| Mathematics | 79.23 | 5.75 | <0.001 | 70.60 | 5.31 | <0.001 | 8.63 | 7.64 | 0.254 |
| Physics | 91.85 | 6.05 | <0.001 | 92.64 | 5.19 | <0.001 | −0.79 | 6.92 | 0.915 |
| Subject-specific self-concept | |||||||||
| Biology | 0.00 | 0.54 | 0.999 | −0.07 | 0.42 | 0.870 | 0.07 | 0.67 | 0.917 |
| Mathematics | 4.06 | 0.48 | <0.001 | 4.82 | 0.46 | <0.001 | −0.76 | 0.64 | 0.231 |
| Physics | 6.55 | 0.48 | <0.001 | 7.02 | 0.48 | <0.001 | −0.47 | 0.68 | 0.488 |
| Subject-specific interest | |||||||||
| Biology | −0.59 | 0.59 | 0.320 | −1.14 | 0.53 | 0.030 | 0.55 | 0.72 | 0.446 |
| Mathematics | 1.89 | 0.56 | 0.001 | 2.76 | 0.50 | <0.001 | −0.87 | 0.80 | 0.268 |
| Physics | 6.48 | 0.54 | <0.001 | 5.53 | 0.64 | <0.001 | 0.95 | 0.82 | 0.238 |
| School-related stress | |||||||||
| Difficulties to relax | −7.34 | 0.69 | <0.001 | −8.58 | 0.71 | <0.001 | 1.24 | 0.86 | 0.149 |
| Exhaustion | −5.03 | 0.63 | <0.001 | −5.60 | 0.53 | <0.001 | 0.57 | 0.72 | 0.422 |
| Overload | −2.00 | 0.51 | <0.001 | −3.61 | 0.75 | <0.001 | 1.61 | 0.73 | 0.027 |
| Malaise | 2.60 | 0.93 | 0.005 | 1.49 | 1.09 | 0.171 | 1.11 | 0.75 | 0.134 |
| Alignment issues | −3.15 | 0.67 | <0.001 | −4.00 | 0.77 | <0.001 | 0.85 | 0.75 | 0.256 |
| Health | |||||||||
| Overburdening | −3.69 | 0.74 | <0.001 | −5.01 | 0.70 | <0.001 | 1.32 | 0.74 | 0.076 |
| Achievement-related fear | −6.12 | 0.72 | <0.001 | −7.81 | 0.70 | <0.001 | 1.69 | 0.64 | 0.008 |
| Diverse symptoms | −13.05 | 2.56 | <0.001 | −14.08 | 2.52 | <0.001 | 1.03 | 1.00 | 0.301 |
| Uneasiness | −1.77 | 2.11 | 0.352 | −2.25 | 1.90 | 0.285 | 0.49 | 0.69 | 0.476 |
| Depressive symptoms | −3.60 | 0.66 | <0.001 | −4.63 | 0.73 | <0.001 | 1.02 | 0.65 | 0.119 |
| Gastrointestinal issues | −3.62 | 1.48 | 0.004 | −4.01 | 1.11 | 0.012 | 0.39 | 0.72 | 0.492 |
b G9 = Gender differences before the reform; b G8 = Gender differences after the reform. Positive values indicate higher values for boys. Δb = Difference of gender differences before (G9) minus after (G8) the reform. The metric of the latent variable was transformed to M = 500 and SD = 100 for standardized test performance and to M = 50 and SD = 10 for all other outcomes using pooled means and standard deviations. Statistically significant differences (p < 0.05) are printed in bold. Regresson coefficients (b’s) are based on group mean differences in a multiple group model. Two-sided p-values are reported. In cases where we had a directional hypothesis based on prior literature (e.g., higher stress scores of girls), one-sided p-values should be calculated/interpreted, which can be calculated by dividing the reported two-sided p-value by 2.