Early gender differences in self-regulation and academic achievement.
Bibliographic Data
| ID | 23334170 |
|---|---|
| Authors | Jamaal Sharif Matthews (0000-0003-3685-4131, University of Michigan), Claire Cameron Ponitz (University of Virginia), Frederick J Morrison (0000-0001-9071-3482, University of Michigan) |
| Year | 2009 |
| Volume | 101 |
| Issue | 3 |
| Pages | 689-704 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0014240 |
| OpenAlex | W2055363574 |
| Language | EN |
| Citations received | 174 |
| References cited | 38 |
This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter-word identification, expressive vocabulary, and sound awareness. Behavioral selfregulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teacher report of classroom self-regulatory behavior (n = 156; Child Behavior Rating Scale). Results showed that girls outperformed boys in both assessments. Although gender differences in self-regulation were clear, no significant gender differences were found on the 5 academic achievement outcomes, as measured by the Woodcock-Johnson III Tests of Achievement. Self-regulation consistently predicted math and sound awareness, although links were stronger with the direct measure as compared with teacher reports. Implications for understanding the role of gender and self-regulation in early and later academic achievement and the role of self-regulation in particular areas of achievement are discussed.
Academic achievement · Developmental psychology · Mathematics education · Self-concept · Standardized test · Vocabulary · Child and Adolescent Psychosocial and Emotional Development · Child Development and Digital Technology · Early Childhood Education and Development · Psychology
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Working With Missing Values
| Unique citing works | 174 |
|---|---|
| Citations per year | 10,24 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 163 |