Gender differences in temperament: A meta-analysis.

Else‐Quest, Nicole M.; Hyde, Janet Shibley; Goldsmith, H. Hill; Hulle, Carol A. Van

doi:10.1037/0033-2909.132.1.33

Cited by 958 publications

(785 citation statements)

References 197 publications

(139 reference statements)

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“…However, these often tacit expectations regarding gender specific behaviours may have an important role on teacher's ratings. Indeed, teachers' ratings have been shown to be more gender typed than are parents' ratings, and it has been suggested that this may result from teachers' frequent observations of students' interactions among same gendered students, which in turn, have shown to magnify gender role differences (Else-Quest et al, 2006;Maccoby, 1990). The strengths of the present study are as follows.…”

Section: Discussionmentioning

confidence: 87%

“…This difference may result from cultural expectations, i.e. depending on the cultural gender role norms, some behavioural tendencies may be viewed as more or less appropriate or desirable in girls and boys (see meta-analysis and review by (Else-Quest, Hyde, Goldsmith, & Hulle, 2006;McIntyre & Edwards, 2009). For example, higher motor activity and aggressive tendencies may be better condoned among boys whereas silent and persistent working may be more expected from girls.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Childhood Disruptive Behaviour and School Performance across Comprehensive School: A Prospective Cohort Study

Alatupa¹,

Pulkki-Råbäck²,

Hintsanen

et al. 2011

PSYCH

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In the present study we examined 1) whether childhood disruptive behaviour, in terms of aggressiveness, hyperactivity and social adjustment, predicts school performance since toddler age or whether becomes it relevant first since middle or late childhood, 2) whether gender differences within the associations between school performance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjustment. The subjects were derived from a representative, population based cohort study where 3600 subjects we followed for 27 years since their childhood. Our sample consisted of 973 participants (516 girls) who were 3, 6 and 9 years of age at baseline and were followed over their whole compulsory education, i.e. 3 rd , 6 th , and 9 th grades. The most prominent finding was a gender specific association between disruptive behaviour and school performance: hyperactivity predicted later school performance among girls whereas aggression predicted school performance among boys. The association between social adjustment and school performance was less clear. Disruptive behaviour at toddler age (at the age of 3) was not predictable for later school performance but it started to predict school performance at later age, i.e. when it was assessed at the ages of 6 and 9, and the associations were true throughout the whole 9-year comprehensive school. Our findings suggest that early childhood disruptive behaviour has long-lasting effects. Thus, its intervention before the school entry would be of high importance.

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Section: Discussionmentioning

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Childhood Disruptive Behaviour and School Performance across Comprehensive School: A Prospective Cohort Study

Alatupa¹,

Pulkki-Råbäck²,

Hintsanen

et al. 2011

PSYCH

View full text Add to dashboard Cite

show abstract

“…In previous research on temperament, significant gender differences have been reported for boys scoring higher than girls on surgency/extraversion and lower than girls on effortful control or attention regulation (Else-Quest et al, 2006). Boys have also been reported to score higher on task-avoidant behaviors (e.g., Onatsu-Arvilommi & Nurmi, 2000), whereas helpless behaviors or passive avoidance may be more common to girls (Dweck, 1986).…”

Section: Temperament Affects and Behaviors 18mentioning

confidence: 96%

The role of temperament in children's affective and behavioral responses in achievement situations

Hirvonen

Aunola

Alatupa

et al. 2013

Learning and Instruction

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(2013). The role of temperament in children's affective and behavioral responses in achievement situations. Learning and Instruction, 27 (1), 21-30. doi:10.1016/j.learninstruc.2013.02 Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations.

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“…There are no significant outliers for any of the group. Research such as Else-Quest et al [12] had different conclusions when it comes to procrastination and influence of gender on it. Majority of researchers concluded that procrastination is weakly associated with males.…”

Section: Gendermentioning

confidence: 99%

A Multivariate Investigation into Academic Procrastination of University Students

He¹

2017

JSS

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The study assessed the academic procrastination among students in the university of Bristol. The study enrolled 201 students from different ages, educational levels and country background. The study explored the prevalence of academic procrastination, and the reasons that render procrastinatory behaviors of university students, and the psychological influence that caused by procrastination. Findings showed that 97% students are affected by different effect of procrastination, 48% students "very often" or "always" procrastinate. Laziness, lack of motivation, stress, too much time internet use and difficulty of task are major identified reasons for academic procrastination. More than 80% students suffer from anxiety when they procrastinate.

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Gender differences in temperament: A meta-analysis.

Cited by 958 publications

References 197 publications

Childhood Disruptive Behaviour and School Performance across Comprehensive School: A Prospective Cohort Study

Childhood Disruptive Behaviour and School Performance across Comprehensive School: A Prospective Cohort Study

The role of temperament in children's affective and behavioral responses in achievement situations

A Multivariate Investigation into Academic Procrastination of University Students

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