Gender Differences in Educational Future Orientation: A Meta-Analysis.

Abstract

Gender differences in educational future orientation have gained increasing attention, yet existing findings on this relationship remain inconsistent, and the underlying moderating factors are not well understood. This study aims to synthesize gender differences in educational future orientation and examine potential moderators using meta-analytic techniques. A systematic literature search identified 31 eligible studies, yielding 48 effect sizes from 33 independent samples. Meta-analytic methods were employed to assess gender differences and explore moderating variables, including developmental stage, measurement tools, geographic regions, and publication year. The analysis revealed significant gender differences, with girls demonstrating higher levels of educational future orientation than boys. Additionally, study characteristics such as developmental stage, measurement instruments, regional variations, and publication year contributed to heterogeneity across studies. This meta-analysis provides a robust estimate of gender differences in educational future orientation and identifies key moderators influencing these differences. The findings enhance theoretical and empirical understanding of the topic and suggest directions for future research.