Examining gender DIF and gender differences in the PISA 2018 reading literacy scale: A partial invariance approach

[...]we examine the diagnostic value of the reading literacy subscales (text sources, text formats, cognitive processes) as well as students' attitude towards reading through use of multidimensional item response theory (MIRT) models, linear regression, and other exploratory analysis. Girls have reported higher intrinsic reading motivation on average than boys (McGeown et al., 2012; McKenna et al., 2012), displayed more positive attitudes towards reading, and showed higher frequencies of reading behavior (Kennedy, 2008; Logan & Johnston, 2009). [...]it was found that the lower levels of reading ability for boys are related to the self-concept and subjective value in reading (Petscher, 2010). [...]hypotheses related to test-taking behavior focus on the differential performance of boys and girls on cognitive tests. Previous studies have provided evidence that the gender gap is larger for open-ended questions (Beller & Gafni, 2000), continuous texts (OECD & Statistics Canada, 2005), and more cognitively demanding reading tasks (Lafontaine & Monseur, 2009; Schwabe et al., 2015). [...]differences in cognitive processes and aspects of reading (comprehension process, retrieve, straightforward inferences, interpret and integrate) and other types of text (fiction versus nonfiction, digital versus printed) were found as well (Solheim & Lundetræ, 2018).