Differences in Achievement Patterns for Boys and Girls in Kindergarten and First Grade
A Longitudinal Study
Bibliographic Data
| ID | 13668097 |
|---|---|
| Authors | Dominic F Gullo (0000-0002-6183-5525, Kent State University, corresponding author), Douglas H Clements (0000-0003-1800-5099, Kent State University) |
| Year | 1984 |
| Volume | 54 |
| Issue | 1 |
| Pages | 23-27 |
| Publication date | 1984-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1984.54.1.23 |
| OpenAlex | W2073287842 |
| Language | EN |
| Citations received | 1 |
| References cited | 4 |
This study examined differences in boys' and girls' achievement at the end of kindergarten and first grade. Although no sex differences were found on developmental indexes when children entered kindergarten, sex differences in achievement were noted on four of five measures of achievement by the end of kindergarten. In all instances girls outperformed boys. By the end of first grade, however, no sex differences were evident on four measures of achievement. Bases for sex differences are described in terms of classroom socialization patterns and teachers' interaction with children
Academic achievement · Developmental psychology · Longitudinal study · Socialization · Diverse Academic Research Areas · Educational Leadership and Administration · Educational Methods and Teacher Development · Psychology
| Citations per year | 0.03 |
|---|---|
| Citation span | 1992 - 1992 (1) |
| Highly cited | No |