Most study characteristics (publication year, mean age, sampling, target language, L2 major, proficiency, measure, mode) do not significantly moderate the gender gap¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Eight remaining moderators showed non-significant omnibus effects on the gender difference in L2 achievement. → Chen 2026

Evidence¶

Chen 2026¶

Chen, X., Zhou, Z., & Padilla, A. M. (2026). Do Females Outperform Males on Second/Foreign Language (L2) Achievement? A Meta-Analytical Review across Three Decades. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10092-6

q3 · i? · quant-synthesis · r2

Omnibus moderator tests in the three-level mixed-effects models found no significant effects for these eight study features; equivalence was not tested. Subgroup point estimates still varied (e.g., speaking g = 0.49).

"all other remaining study moderators including — publication year ( F(1, 135) = 0.007, p > 0.05), mean age ( F(1, 17) = 0.91, p > 0.05), sampling method ( F(1, 42) = 1.71, p > 0.05), target language (F(2, 134) = 1.39, p > 0.05), L2 as a major (F(1, 89) = 2.88, p > 0.05), L2 proficiency level (F(3, 60) = 1.41, p > 0.05), L2 achievement measure ( F(1, 135) = 0.10, p > 0.05), and L2 achievement mode ( F(5, 131) = 0.77, p > 0.05)), all showed non-significant effects."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Sample characteristics (immigrant/minority status, L2 status, age) show no significant moderator effects, and several program and delivery features are also nonsignificant — related
• Review findings are consistent across study design features; no moderator showed meaningful relationships — related
• No coded study characteristics moderated the emotion–political learning associations in Bayesian regularized meta-analysis — related
• Several candidate moderators show no reliable effects: retention interval, test type, presentation mode, and publication status — related
• Age, gender, developmental status, SES, and sample region do not significantly moderate the inhibitory control–mathematical ability correlation — related
• Population type significantly moderates the gender gap in L2 achievement, largest in secondary schools and smallest at university — related