Early gender differences in self-regulation and academic achievement.

Abstract

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 ϭ 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teacher report of classroom self-regulatory behavior (n ϭ 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.

Self-Regulation And Personality Characteristics Of Elementary School Children With School Life Satisfaction

“…An analysis of the studies suggests that gender differences in self-regulation remain a rather controversial issue that needs to be studied. On the one hand, it is shown that in the preschool age and in primary http://dx.doi.org/10.15405/epsbs.2017.12.11 Corresponding Author: Tatiana Fomina Selection and peer-review under : 2357-1330 108 school girls outperform boys in certain features of self-regulation (Matthews, Ponitz & Morrison, 2009;Zimmerman & Martinez-Pons, 2009). On the other hand, in the older school age, these differences become minimal.…”

Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

“…Considering that observer bias in the teacher measures of self-regulated learning has been documented recently in the literature (Matthews et al 2009), appreciating that these biases may have affected the results presented in this study seems appropriate. Even further, as teachers' post-test questionnaire responses were retrospective, it is possible that post-test results may have included their perceptions of the results of their implementation of the CREST programme (Rozendaal et al 2005).…”

“…In order to address the first research question, one-way ANOVAs were run on all pre-test scores to investigate any differences between groups at the outset of the study. Repeated measures ANOVAs were avoided as the F test for treatment main effect is too conservative as pre-test scores are not affected by the intervention (Dimitrov and Rumrill 2003;Matthews et al 2009). Therefore, following the suggestions of Dimitrov and Rumrill (2003) as well as Bonate (2000), one-way ANOVAs using the change scores of student and teacher self-reports while controlling for pre-test academic performance were conducted in order to address the remaining research questions of this study.…”

“…Similar to other research domains, researchers studying self-regulatory processes in classroom learning environments have identified that multiple approaches greatly facilitate increasing the validity of research findings and their contributions to professional teaching practice (Matthews et al 2009;Zimmerman 2008). Researchers have come to realise that the richest data is obtained from natural school settings and that interpretations from both teachers as well as students are important, valid components that should be included in analyses wherever possible (Kahle and Meece 1994;Matthews et al 2009).…”

“…Researchers have come to realise that the richest data is obtained from natural school settings and that interpretations from both teachers as well as students are important, valid components that should be included in analyses wherever possible (Kahle and Meece 1994;Matthews et al 2009). Zimmerman and Martinez-Pons (1988) conducted research using teachers' observations of students' self-regulated learning performances in an attempt to validate a particular student self-report measure of the construct.…”