Sex differences in tech tilt and academic tilt in adolescence: Processing speed mediates age-tilt relations

Abstract

Tilt refers to a pattern of specific abilities and is based on within subject differences in two abilities (e.g., technical and academic), producing relative strength in one ability (technical) and relative weakness in another ability (academic). This study examined sex differences in the development of tilt in adolescence (13- to 17-years) using the National Longitudinal Survey of Youth (N = 6969), a representative sample of adolescents in the United States. Tilt was based on within subject differences in technical (mechanical, electrical, automotive) and academic abilities (math or verbal) on the Armed Services Vocational Aptitude Battery. The differences produced tech tilt (technical > academic) and academic tilt (academic > technical). Consistent with investment theories and sex differences in technical preferences, males showed increases in tech tilt over time, whereas females showed increases in academic tilt over time, with sex differences in tilt increasing with age. In addition, processing speed and general intelligence (g) mediated most age-tilt relations, with age-tech tilt relations generally being stronger for males. The stronger age-tech tilt relations for males support investment theories and sex differences in vocational interests, which assume that stronger technical interests in males accelerate increases in tech tilt over time. The mediating effects of speed and g are consistent with cascade theories, which assume that age-related increases in speed boost g, which in turn boosts tilt. Future research should examine factors that influence sex differences in the development of tilt, including vocational interests (e.g., technical and academic), developmental period (e.g., later adulthood), and exceptional ability (e.g., intellectual giftedness).