Early Gender Differences in Self-Regulation and Academic Achievement

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...

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Bibliographic Details
Published in:Journal of educational psychology 2009-08, Vol.101 (3), p.689-704
Main Authors: Matthews, J. S, Ponitz, Claire Cameron, Morrison, Frederick J
Format: Article
Language:English
Subjects:
Academic Achievement
Behavior Rating Scales
Biological and medical sciences
Child Behavior
Educational psychology
Expressive Language
Female
Fundamental and applied biological sciences. Psychology
Gender Differences
Human
Human Sex Differences
Kindergarten
Kindergartens
Male
Measures (Individuals)
Phoneme Grapheme Correspondence
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Rating Scales
Self Control
Self-Regulation
Sex Role
Studies
Vocabulary Development
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Summary: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 self-regulation 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.
ISSN:0022-0663
1939-2176
DOI:10.1037/a0014240